Pag Online Na: The Voice of Students

Presented to:
NELIA PACANA
Research Director

Presented by:
BALIBER, EMNEST FEBB C.
FEBRIA, KIM CHIELO L.
MANDING, PINK ROSE L.
SUAREZ, SIOLY JOY D.

2022

CHAPTER 1
 Introduction

Distance education is an educational system utilized by some

institutions over the world for remote learning. As many colleges and

universities move instruction to distance learning education as part of their

response to COVID-19. The current pandemic crisis is prompting many

colleges and universities to abruptly and comprehensively adopt online

learning in place of face-to-face classes, to limit the transmission of the virus.

Universities were unprepared for such dramatic shift from traditional

instruction to entirely online instruction.

In Pakistan, researchers conducted a study about challenges of online

learning during COVID-19 pandemic faced by students in Pakistan. Based on

their study, 80% of students had not proper internet facility and faced lots of

internet issues (Ullah et al, 2020). In addition, a study conducted in Saudi

Arabia by Mahyoob (2020) showed that most EFL learners are not satisfied

with continuing online learning, as they could not fulfill the expected progress

in language learning performance. Furthermore, traditional face-to-face

courses are preferred by Taiwanese students over synchronous online classes

(ChunMin Wang and Thomas C. Reeves, 2007).

In the Philippines, study conducted by the Medical Students, 3670

medical students from 54 schools in the Philippines revealed that students,

regardless of geographic location or demographic subgroup, encountered

several barriers as they tried to adapt to online learning during the COVID-19
pandemic. Out of five students did not have a computer, and an identical

proportion had to rely on prepaid mobile data for connectivity (Baticulon, et

al., 2021). Similar findings that made in the Philippines were a developing

resource-limited country. Children in the Philippines were at a higher risk of

poor mental health than adults, owing part to their shift to online learning

modalities during the pandemic (Malolos et al., 2021).

As researchers and students at Kolehiyo ng Pantukan, we also

encountered barriers and challenges in an online learning environment. We

discovered that most students face similar challenges when it comes to

distance learning, such as poor internet connection, time management, a lack

of resources, and an unfavourable home learning environment. Furthermore,

some students drop out school during online class setting due to their

experiences and challenges. To back up this claim, five ESL students on our

block drop out and begin working instead because of an unfavourable home

environment, a lack of resources, and an inability to manage their time.

Brooks and Grajek (2020) conducted a study for higher education on online

learning readiness. According to the findings of the study, the majority of

respondents are still considering face-to-face and blended learning modalities

for use in higher education institutions. This condition, according to (Hamid

Rimba et al, 2020), forces educational institutions to make breakthroughs in

the field of learning methods and models that must be chosen in order for

learning to continue even after it has been completed virtually (online), with
all of the consequences of limitations, including those of lecturers who do not

yet fully understand online learning and students who have limited carrying

capacity of existing resources and infrastructure in their residence. The higher

education institutions have become increasingly adaptable in order to respond

to these changes, according to Sabio (2020).

In a few advanced education organizations in the Philippines, distance

education (DE) has emerged as a genuine alternative learning framework to

the more conventional instructive framework. However, we have never seen a

study that investigates college students' experiences with Online Learning

modality. It will document students' experiences through the study. There

was an urgent need to conduct this study because it could support individuals

figure out how to deal with such a problem and respond to it with proper

knowledge and awareness. 

This study is significant because it will concentrate solely on the

experiences and barriers that students encountered. Knowing about their

learning experiences, perceptions, and barriers will help the institution

determine where they can improve and what strategies to implement to

address the issue. This study will be used as a resource by the Department of

Education as well as the Commission on Higher to Education when dealing

with learning difficulties in public and private school students. This research

will be the voice to expose the experiences of students during online classes

and how they deal and cope up the struggles that they’ve faced as well the
adjustments that has been done from the traditional face to face to online,

blended learning platform during this pandemic. Furthermore, the findings of

this study will serve as the foundation for an intervention program for

students using the online learning mode.

Purpose of the Study

The purpose of the study is to explore and understand the lived

experiences of BSED English 2nd year students of Kolehiyo ng Pantukan in the

online learning and the challenges and the experiences in the new modality.

At this stage in the research, the phenomenon of language learning

within the course of online modality is generally define as a negative and

positive encounters of students during online learning , and also the

difficulties they experience in adjusting to a new modality.

Research Questions

This study aims to answer the following questions:

1. What are the lived experiences of Education students in the online distance

learning?

2. What assistance did education students seek to cope up with online

modality?

3. What insights can be drawn out from online distance learning?

Theoretical Lens
Moore’s Transactional Distance Theory

According to Moore (1993), analyzing distance education necessarily

involves attending to dialogue, structure, and learner autonomy. Moore

emphasized that these considerations are separate from technological ones,

focusing on instructional and learning behaviors and the interaction between

the two. The theory emphasizes how experiences, including cognition,

environmental factors, and emotions, influence the learning process. The

experience is considered to be the best teacher and it greatly affects the

development of an individual. Experiential learning is more likely hands-on

learning in which the students can experience real-world scenarios. On the

other hand, instructional and learning experiences are relevant in online

distance learning modality.

Furthermore, this study is also supported by (Cole, 2000) the flexibility of

access theory. This study reviewed dropout research in online learning, particularly

focusing on non-traditional students and examined what progress has been made.

This study, on the other hand, classified factors identified in the literature as student

characteristics, student prior skills, external factors, and internal factors.

In this study, this theory was an experiential learning theory (ELT) that

provides a holistic model of the learning process and a multilinear model of

adult development, both of which are consistent with what we know about

how people learn, grow, and develop. This study aided in uncovering the
underlining reasons why college students experiencing difficulties in online

learning modality that can affects their learning process.

The theory supports the study, which explored the experiences of

higher education students of Kolehiyo ng Pantukan in the light of online

distance learning. The rich experiences of students were examined and were

analyzed whether online learning has positive and negative results on the

teaching and learning process. The major components of the given theories is

to explore and emphasizes how experiences, including cognition,

environmental factors, and emotions, influence the learning process.

Scope and Limitations of the Study

This study covered the online learning experiences of BSED English 2nd

year college students. In order to address the study's research question,

fourteen second-year college students from Kolehiyo ng Pantukan in

Pantukan Davao De Oro participated in the academic year 2021-2022. This

was conducted from August 2021 until April 2022.

Importance of the Study

This research is beneficial to the following entities:

Students. This study serves as a platform for them to share their

positive and negative experiences with new normal learning, so that the

institution can support them as well.

 Teachers. The result of the study will be benefited as the curriculum is

highly focused on the set of subjects to be taken and also for the institution in

the design of academic policies and regulations concerning the

implementation. The study may provide them with information so that they

can develop ideas and strategies for providing quality education through

online distance learning.

School Admin. This study can contribute information to them and will

serve as feedback for further adjustments and actions to the institution

implementing online distance education. It will be beneficial to the current

learning modality utilized by Kolehiyo ng Pantukan for higher learning.

Aside from that, the institution will possibly be informed of what are the

strengths to strengthen and weaknesses to look for in the implementation of

the learning modality.

Local Government Unit. The findings of this study can assist them in

understanding the situation of students and teachers, allowing them to

provide assistance to both teachers and students. It will assist them in

identifying how they can support the institution.

Future researchers. With the results of this study the students, this

could find essential feedback and information about the experiences of

students during online distance learning. This generated idea could provide a

summarize information that could help lower years or future researchers on

collecting for more accurate result on interpreting, analyzing classifying

information that regards on relatedness to this study.

Organization of the Study

In this section, appropriate and proper arrangements for the study are

presented.

Chapter 1 introduces the study, its purpose, and its importance. The

research questions are presented, the theory that supports the study is posed,

and the relevant terms used are conceptually and operationally defined.

Chapter 2 presents the related literature and studies to the present

study which the researchers got from the internet, newspapers, and other

articles.

Chapter 3 describes the application of qualitative research

methodology, articulates the data collection, data analysis, and issues

associated with participant confidentiality. The chapter addresses information

related to research design appropriateness, the study population and

selection, and data collection approaches,

Chapter 4 discloses the results and contains the analysis of data about

the research questions.

 Chapter 5 discusses the major themes emerged ideas of the key

informants supported by the related literature.

Definition of Terms

For greater ease in the comprehension of specific terms as related to the

researcher topic and with intent to facilitate clarity, definitions of key terms

are presented below:

Distance Learning Education. This is define as a method of studying in

which lectures are broadcast or classes are conducted by correspondence or

over the Internet, without the student's needing to attend a school or college.

Student. This is defined a person enrolled in a school or other

educational institution and who is under learning with goals of acquiring

knowledge, developing professions and achieving employment at desired

field.

Voice. Refers to a personal perspective towards a certain topic. Form of

a verb indicating the relationship between the narrated event's participants

(subject, object) and the event itself.

 CHAPTER II

Review of Related Literature

This chapter presents survey of related literature and writing of

recognized experts, both which have significant bearing or relation to the

problem under investigation.

Modular Distance Learning

 "The modular approach," according to Carr (1994), "uses programmed

resources that are meticulously ordered in a logical sequence through which

the student goes at his own pace, with each of his responses promptly

affirmed or connected."

Individualized instruction and assessment, according to Robinson

(1998), are closely associated with the concept of mastery learning, which is

concerned with understanding, improving, and applying learned principles at

a given time. It is a component of systematic instruction that is concerned with

understanding, improving, and applying learned principles at a given time.

Camarao (1976) argues that instructional materials are the answer to the

concerns of emerging countries, such as the Philippines, which have

insufficient logistics and a quickly growing school population. Individualized

instruction might be provided, and children could benefit from it even if they

are no longer in school. According to him, the authors of supplementary

educational resources should describe the goals in terms of the learners'

behavior and skills.

According to Cesarero (1993), teaching school children to read and learn

without providing them with the essential books and instructional materials is

like to teaching them to swim without providing them with the benefit of

actual swimming experiences in a body of water. He went on to say that the

textbook issue is so significant that it affects the entire educational curriculum.

The purpose of textbooks and instructional materials is to assist learning and

improve the effectiveness of teaching.

Distance Online Learning

Simonson (2016), Distance learning, also known as distance education,

e-learning, or online learning, is a type of education in which teachers and

students are physically separated during instruction and various technologies

are used to enhance student-teacher and student-student communication.

Non-traditional students, such as full-time workers, military personnel, and

non-residents or those in remote areas who are unable to attend classroom

lectures, have typically benefited from distance learning. Distance learning, on

the other hand, has become a well-established element of the educational

landscape, with trends indicating that it will continue to develop.

The most difficult to define is online learning. Some choose to

categorize the differences by referring to online learning. Others simply refer

to the technology medium or context in which it is employed (Oblinger &

Oblinger, 2005), and others refer to it as "wholly" online learning (Oblinger &

Oblinger, 2005). (Lowenthal, Wilson, & Parrish, 2009). Others draw clear

parallels between previously stated forms and online learning by claiming

that one employs the same technology as the other (Rekkedal et al., 2003;

Volery & Lord, 2000). Most authors define online learning as "access to

learning experiences through the use of technology" (Benson, 2002; Carliner,

2004; Conrad, 2002). Online learning, according to Benson (2002) and Conrad
(2002), is a more recent version of remote learning that improves access to

educational opportunities for nontraditional and disenfranchised learners.

TV and Radio Based

TV and Radio is an electronic technology to deliver, support and

enhance teaching and learning. Through e-learning the student will have

more experiences can be achieved, because learn from the content as well

learn from using online communities and networks. In this way, e-learning

can support “learning through reflection and discussion”. E-learning offers

the learner flexibility and convenience, as well as ease of communication

amongst learners, greater adaptability to a student's needs, and more variety

in the learner experience through multimedia and non-verbal presentation of

instructional content. Through video interactivity, the user can manage the

visual and audio learner, which can be paused and reversed for viewing

again. E-learning is well-suited to remote and flexible learning, but it can also

be used in conjunction with face-to-face learning, in which case the term blend

learning is sometimes employed. E-learning can also refer to children's

educational websites that include worksheets and interactive exercises

(Amani Mubarak Al-Khatir Al-Arimi, 2014). On the other hand, E-learning ,

using TV and Radio is the use of technology to facilitate and enhance learning.

E-learning empower learner to manage their way of learning and the way

they like to learn, because each one has their own way of learning.
 Furthermore, numerous sorts of media are employed to impart

instruction to learners in distance and open learning systems. Audio-visual

programs may be treated as a substitute for the human touch of the teacher

using audio-visual media, particularly television-the distance learners can

listen to the talks of the course experts and also on the TV screen. Learners can

gain direction on how to approach the courses via radio and television

programs, as well as explanations of challenging ideas in the courses (Salma

Karim et. al, 2021). A range of audio visual media, such as radio television

programs, video cassettes, video compact disks, video text, and computers,

have become part of the study package in distance and open learning systems

as communication technology has advanced.

Learners of distance education have enthusiastically embraced a wide

range of educational tools for many years. On-campus educators, on the other

hand, have tended to be pleased with traditional ways, ignoring outmoded

teaching tools and focusing their resources on research and other academic

activities. What are the reasons for using cellular technology instead of

television and radio? What are the potential drawbacks to using mobile

devices for educational purposes? Cellular technology has been discovered to

improve the efficacy of distance education. It's ideal for teaching language

skills as well as information technology courses. We may employ cellular

technology to enhance existing learning technologies to reach large student

populations in a timely and cost-effective manner, across a variety of devices

and terrains (Wains and Mahmood, 2008). Furthermore, the online distance

modality will usher in a new era. As technology becomes a more structurally

integrated part of the teaching/learning environment, we may find ourselves

using high-tech instead of television and radio.

Blended Distance Learning

The term "blended learning" refers to a variety of approaches to

education.

There are a variety of distribution methods, tools, and pedagogies

available, however in its most basic form, blended learning refers to training

that combines traditional face-to-face (f2f) and online components. "Anytime a

student learns at least in part at a supervised brick-and-mortar venue away

from home and at least in part through online delivery with some aspect of

student control over time, place, path, and/or pace," according to Horn &

Staker (2011). (p.3). Allen, Seaman, and Garrett (2007) go on to define the

divide as "between 30-79 percent of content delivered online with remaining

sections delivered by f2f or other non-web-based techniques" (Allen, Seaman,

and Garrett, 2007) (Won, 2008). Finally, according to Brew (2008), blended

learning is defined as "combining online and face-to-face forms to offer a more

effective learning experience than each medium can produce alone."

 According to a study conducted in Saudi Arabia, the majority of faculty

members are aware of their tasks in a mixed-media setting (Aldosemani,

Shepherd & Bolliger, 2018). It was discovered that mixed learning reduces the

time and space it takes to deliver teaching and learning.

(Aldosemani et. al., 2018) Academic staff had a favourable attitude

about the project, according to the findings the cost-effectiveness that blended

learning can offer to the teaching and learning environment.

Furthermore, the utilization of blended-based learning provides for

greater engagement and improves students' performance take part in

(Baragash & Al-Samarraie, 2018; Bowyer & Chambers, 2017; Morton, Saleh,

Smith, Hemani, Ameen, Bennie, & Toro-Troconis, 2016; Palmer, Lomer, &

Bashliyska, 2017). Benson, Anderson, and Ooms (2011) presented a case study

in which the majority of the participants expressed enthusiasm for the use of

ICT-based training in a blended learning strategy.

Despite some reservations about the use of web-based instruction, such

as the time commitment, the increased rigor of teaching-learning

preparations, and the fact that not all faculty members favor blended-based

instruction, the majority of academic staff have acknowledged its positive

benefits in integrating with traditional teaching methods. Blended-based

training, according to (Gedik, Kiraz, and Ozden 2013), allows for greater

involvement and participation from students. In relation to the study

conducted by Benson et al. (2011), it implies that a combination of face-to-face

and online teaching approaches can be helpful. However, it creates a sense of

flexibility, allowing for more active engagement in the classroom.

Challenges in Online Distance Modality

The difficult that emerges is the means by which these social or non-

verbal signs will show up in online correspondence or in media connections.

This article breaks down the correspondence cycle in distance learning

communication among coaches and understudies in a few online instructional

exercise cases. This article will show how the face-to-face learning material is

changed into advanced learning material and how skills and morals turns into

a critical segment for a computerized learning material (Sediyaningsih et al.,

2021).

These days web is by and large broadly utilized everywhere on the

world however for certain domains the speed of web is extremely sluggish or

people don't have access to internet. Satellite interchanges are the

fundamental methods of interconnecting individuals all around the world

(Panahi&Borna, 2014).

According to (Parlangeli et al., 2011), the educational processes are

negatively suffering from the utilization of a system that's  tough to use.

Besides, learning in multitasking conditions seems to be

a tough task only students got to acquire new data whereas doing one

thing else at a similar time (concurrent multitasking). The usability levels of

the system don't appear to act with the multitasking modality of learning.

Students actually favor study hall classes over online classes because of

numerous issues they face when taking on the web classes, like absence of

inspiration, comprehension of the material, decline in correspondence levels

between the understudies and their educators and their sensation of

separation brought about by online classes (Alawamleh et al., 2020)

According to Mathew & Ebelelloanya (2016), the significant difficulties

confronted are access of technology, moderateness and technophobia.

Joksimovic et al. (2015), the results may imply the necessity for the event of

institutional and program-level methods for learning and teaching that

might promote effective education approaches to planning and guiding

interactions in online and distance learning settings.

According to (Shamsudden& Kaur,2020), declared that the outcomes of

their study showed no significant distinction between students’

learning designs and their perceptions towards integrated learning. The

findings from the study may gain advantage academicians in students' most

well-liked mode like additional active tasks

for focused teams, that belief, will improve the student's accomplishment.

Beneficial Aspects in Online Distance Modality

In Malaysia, utilizing findings showed that the teaching approach

of utilized the interactive module was effective in enhancing analytical,

creative, and sensible thinking skills. This study provides positive

implications for undergraduates’ soft ability development in preparation for

his or her future careers (Azid&Md-Ali, 2020).

According to (Liu and Yen, 2014), the analysis findings show

that 1.Distance Learning seems considerably positive effects

on programme Instruction in Learning Effectiveness; 2. Distance Learning

presents outstandingly beneficial outcomes on Technological Media in

Learning Effectiveness; 3.Distance learning uncovers astoundingly

constructive outcomes on program Management in Learning Effectiveness;

and, 4.Demographic factors appear to be striking consequences for the

relationships between's Distance Learning and Learning Effectiveness.

The advantages of web based learning. There are countless

examinations that consider genuinely huge beneficial outcomes for

understudy learning results in the online configuration, instead of ordinary

face-to- face design. A portion of the positive learning results incorporate

improved learning as estimated by test scores, understudy commitment with

the course material, improved comprehension of learning and the online

climate, a more grounded feeling of local area among understudies and

decreased withdrawal or disappointment In their study (Nguyen, 2015).

(Hebebci et al., 2020) analyzed the understudies' encounters of learning

at home during the pandemic. The examination presented measures for

understudies to concentrate all alone and to concentrate freely during the

pandemic. Results also showed that understudies had an inspirational

demeanour towards distance schooling because of adaptable learning

openings.

As indicated by (Min-Lung et al. 2010), shy understudies seem, by all

accounts, to be more inspired by online settings than in regular settings. In

Web-based learning, it is important to assemble openings for associations and

correspondence among understudies and their educators.

Based on (French 2015), explicit that students typically agree

that standard degrees have several benefits for students in terms of

their capability to supply flexibility, choice, access,

and quality. It's additionally wide argued that standard structures could also

be helpful to universities in this they probably permit establishments to

raised answer the requirements of employers, expand student markets,

develop additional economical uses of resources and increase opportunities

for curricula breadth.

According to (Mathew & Ebelelloanya, 2016), discoveries demonstrate

that, significant advantages of utilizing technology as teaching and learning

platform that contain interaction and student engagement; access to latest

information; content sharing and communication. These furthermore

embrace standards and applications originating from the hypotheses of self-

guideline and sight and sound framework learning, research-based mental

element standards, and agreeable learning standards (Bernard et al., 2009).

 In this chapter, we will discuss the problems that are being investigated

as well as the resources that are required in new online learning modalities

such as modular distance learning, distance online learning, TV and radio-

based distance learning, and blended distance learning. These reviews and

related literature represent the supporting data for our study, and they can be

very useful in helping the reader understand it. We also include the

challenges of online distance modality, as this was the study's main focus. We

add more sufficient supporting data in difficulties in online learning modality

that can help and aid what we aim to offer in the readers.
 CHAPTER III

METHODOLOGY

This chapter presents the research methodology used by the researcher

in gathering the information needed in the study. Presented here the research

design where the nature of the qualitative method was discussed. This also

includes the presentation of the qualification of informant, the source of data,

the researchers’ role, the ethical considerations, the procedure in collecting

data, and the analysis of data.

Research Design

This study employed a qualitative phenomenological approach in

exploring the lived experiences encountered in and difficulties encountered in

the online distance learning. Qualitative research according to Creswell (2009)

as cited by Diaz (2015) is an express way of exploring and understanding

individuals or groups ascribed to a social or human problem.

We utilized the qualitative research design to understand and delve

into the live experiences of BSED English 2nd year college student’s images

through in-depth interviews. Further, this design is up to use since it aided in

understanding the experiences human situation and problems. Also, it is the

most common method used in gathering through interviews which may be

structured, semi-structured , and structured . All data were extracted from the

location of the participant.

 Phenomenology has provided ways of considering the phenomena of

human experiences to the means of expressing those (Sloan & Bowe, 2014).

They also found out that phenomenology employed as a research

methodology allowed them to gather the best description of the experiences of

participants in the context of their study. Decide as a researcher it is important

to understand the participants will expose subjective and objective

experiences. Furthermore according to Creswell (2013) phenomenological

design is up to be used since there is a need to collect data through the

thoughts opinions or experiences of a small group of people.

The study entitled Pag Online Na: The Voice of Students is qualitative

research under a phenomenological approach. The purpose of analyzing the

phenomenological approach is to describe the meaning of an experience from

the perspective of BSED English major students in the experience (Creswell,

2013). In this study, interview guide questions were used to collect data,

which allowed flexibility and made it possible for the researcher to follow the

interest and thoughts of the participants. The researchers adhere to explore

the experiences of the students with regards to online distance learning.

Research Participants

Creswell (2013) stated that 5 to 25 should be the number of participants

to interview in the phenomenological approach. Thus, in this study, the

researchers will interview at least 14 participants – all of whom were BSED 2 nd

year students from one of the academic institution in the Municipality of

Pantukan, Davao De Oro. Among the 14 participants, 7 of them were

displaced for an in-dept interview while the other 7 were asked to join a focus

group discussion. Moreover, in determining the number of participants, we

followed the suggestion of Creswell (2013) that the studied group should

consist of 3 to 15 members. We researchers believed that this number of

participants was enough to saturate the information.

The participants were chosen through purposive sampling or random

sampling. According to (Guetterman 2015), it is also known as a judgement

sampling since it is a deliberate choice of participants due to the qualities the

participants possess.

Furthermore, as the inclusion criteria in identifying the participants, the

student must be enrolled in Kolehiyo ng Pantukan, Davao De Oro, be 18 to 20

years old, a resident in Pantukan Davao De Oro, and a second year education

student. In addition, each participant was interviewed through Google meet

during the interview.

Role of the Researcher

The researchers considered as the first data collection instrument

according to Creswell (2013) that is important to identify the assumptions,

biases, and personal values.

 First, our rule as an interviewer when we asked various research

questions to the participants to extract information in connection with our

study.

Second, we became a recorder when we recorded all their responses

and our observation during the interview in order not to miss single

important information. This was done after the participants allowed us to

record the conversation.

Third, we became transcribers when the recorded data on the audio

recorded was transformed into written text. This was done through intensive

repeated careful listening on the audio recorder just to ensure the accuracy of

the contents and to avoid miss interpretation of data.

Fourth we became a moderator to ensure the smooth running of the

discussion and to generate a productive discussion by asking problem

questions. If a translator whenever there was a need to translate information

from the mother tongue to the target language.

Fifth, we were the primary analyst since we analyze the text to

understand the context to get the themes of the responses.

Finally, an encoder when we finalize all the responses and data and

appropriate columns on the table to make sure that the information in the

table is clear to anyone who sees it.

Data Sources
 The sources of the data of this research are the experiences of the BSED

English students. The narrative experiences and point of view of the BSED

English students are coming from the research informants selectively who are

chosen through purposive sampling.

In the context of our study, during in- depth interview, participants

answered in their own words. Meanwhile, we adjusted the order and flow of

the questions and ask additional questions as needed to probe to greater

details and to clarify the answers given. Thus, these served as a valuable

insight to discover the real experiences and support certain themes.

Furthermore, the data were collected in the setting of the participants.

Specifically, the 2nd year college students enrolled in BSED English in Kolehiyo

Ng Pantukan in Municipality of Pantukan, Davao De Oro.

Furthermore, the purpose of this study was to gather insights,

experiences, and opinions from students who had encountered online

distance learning. Thus, conducting in-depth interviews and focus group

discussions aided in the collection of research data when compared to other

methods of data collection. We believed that these methods were appropriate

for gathering the necessary information for data analysis and determining the

intended meaning of the participants' perspectives.

Data Collection Procedure

 As a researcher, there are many ways to collect information to the

participants. As (Yuksel and Yildirim, 2015) stated, data can be collected using

focus group interview, observations of the research environment, written

documentation, and video recording.

The participants should be freely available and have the willingness to

participate in this study. Thus the researcher will ensure that the participants

will informed in terms of the study that the researchers conducted.

In collecting the data that is needed for this study, the researcher

organized and followed a certain procedure. First, the researchers sent a letter

of permission to the school coordinator. After the letter of permission is

approved, the researchers personally went to the respective homes of the

informants and followed IATF protocols for COVID-19 response. The

researchers let the key informants sign the consent form and l conducted the

study.

Furthermore, all of the information gathered from the participants will

be recorded in written and video form to ensure that not a single piece of

information is overlooked.

Data Analysis

As postulated by (Akinyoda and Khan, 2018), Data Logging, Anecdotes,

Vignettes, Data Coding and Thematic Analysis are the five steps in analyzing
qualitative data. However, in the context of this study, we highlighted Data

Coding and Thematic Analysis.

Data coding is an element of data organization that reduces the amount

of raw data to the most relevant in the research questions and break down

into manageable sections. Through this, the development of themes will

emerge. In addition, the more the same the code occurs or if the code

repeatedly emerges, the more likely it can be considered to be a theme

(Vaismoradi et al, 2016).

In the context of this study; we used highlighters and colored pens on

the text being analyze that represents important reoccurring themes. Then we

grouped the text with the same color of pens and highlighters and label it

with words and short phrases.

Meanwhile, Thematic Analysis is both emerging contents as a theme

and clear content as a category in data analysis, the content analyst chooses

between them before proceeding to the high levels of data analysis. Thus, it

aided the researcher thorough understanding of qualitative data

interpretation (Vaismoradi et al., 2016).

In the content of this study, thematic analysis was done after the initial

codes were identified. Then, categorizing and analyzing all the responses of

the participants from general to specific followed. Responses with similar

code ideas were extracted and group together to formulate comprehensive

themes.

Moreover, in analysing the gathered data that is needed for this study,

the researchers followed particular procedure. First, the researchers print out

the transcripts and gather notes. After the data was organized, the researchers

read and reviewed the gathered data several times.

Third, after the data was reviewed, the researchers highlighted the

categorized data which is the coding wherein it help the researchers connect

with the data that have been gathered. The researcher reviewed the codes and

developed into core ideas. After the data was developed, the researchers

rephrased the core ideas into themes.

Trustworthiness of the Study

A study is only considered as trustworthy if the reader of the research

judges it to be so (Gunawan, 2015). For trustworthiness to be observed in a

qualitative inquiry, the following criteria must be adhered to – credibility,

dependability, confirmability and transferability (Lincoln and Guba as cited

by Cope, 2014).

Credibility is the equivalent of internal validity in quantitative research

and is concerned with the truth of the research findings. Also it establishes

whether the finding represents believable data and correct information

extracted from the participants responses and original views. Strategies to

ensure the credibility of the study are triangulation, iterative questioning,

strategies how to ensure honesty of the participants and member checking

(Korstjens and Moser, 2018). Furthermore, to ensure the credibility of this

study we utilized triangulation, iterative questioning, strategies how to ensure

the honesty of the participants and member checking.

Triangulation is a method used in qualitative research to establish the

validity of the study by analyzing the research question from a different angle

(Vanner and Kimani, 2017). Moreover, it refers also to the use of multiple

methods or data sources to develop a comprehensive understanding of the

study.

In the context of this study, we had seven participants for the in-depth

interview and the remaining seven were intended for the focus group

discussion. Then after the data gathered triangulation followed. This will test

the consistency of data gathered by using different methods.

Iterative Questioning refers to a systematic, repetitive, and recursive

process in qualitative data analysis. This process recognizes that rich

information, purposefully focused on the collection of specific, rather than

general, data related to the research topic is necessary for reliable and valid

qualitative research Mills, et al., 2010).

Therefore, the context of this study, gives the flexibility needed to

adjust data collecting and analysis to the study's requirements.

 Strategies how to ensure honesty in the participants speakers often do

not state requests directly. This benefit comes from learning more than

necessary private information of others or from preventing others from

learning the necessary information (Agrawal & TerziIn, 2006).

In this study, we ensure that the research question is clear, we

developed a checklist of the questions to be asked during the interview,

express clearly the purpose of the interview, we started with a neutral

question to facilitate free flow of information, we limit the content of each

question with a single idea to avoid confusion, we kept the interview short

and lastly at the end of the interview we summarize the points reported and

ask the respondent if the summary is correct.

According to Birt et al, (2016), member checking is a strategy for

determining the reliability of results by returning them to the participants for

verification. In the context of our study, we ensured that when the results

were gathered, a copy was given to the participants so that they could check

and examine what they had stated during the interview. To avoid bias, the

participants were able to double-check the accuracy of the data being

transcribed. We then asked them to sign the certification as a proof that they

had gone over the results and approved them.

Dependability according to Bitsch (2005) as cited by Anney (2014), is

the unchanging findings even if it takes many years. It can be established

using peer examination. He also added that peer examination would help to

ensure honesty in the study.

We also accomplish dependability through the use of triangulation and

peer review. Using more than one approach to collect data on the same issue

is referred to as triangulation (Kulkarni, 2013). We used a variety of

methodologies in our study, including in-depth interviews and focus group

discussions. We modify the order and flow of the questions during the in-

depth interview and ask more questions as needed to probe for a more deep

and rich grasp of the issue. During the focus group discussion, we encouraged

them to participate in brainstorming, which resulted in data generation

because they freely offered their ideas based on their prior experience with the

topic.

Furthermore, peer examination is discussing one's observations and

perceptions with a non-interested peer in order to clarify a scenario and

progress as a professional (Hail et al., 2011). In the framework of this study,

we also used peer examination, with our analyst assisting us with a deeper

analysis of the data acquired. This study would also be scrutinized and

thoroughly checked by a group of specialists throughout the outline and final

defense.

Confirmability is related to establishing that data and interpretation of

findings are based on the data gathered not on our ideas (Anney, 2014). In
this context, we can document the procedures for checking and rechecking the

data throughout the study.

In this study, we expect to gain insight into the difficulties that students

face in situations like this. We learned from the students' experiences how

they cope with strategies as well as how they provide a proper response to

this situation that could provide us with precise information in the midst of

this pandemic.

The world is changing rapidly due to the emergence of innovation

technologies (Chae, et al. 2019). Currently, a large number of technological

devices are used by individuals (Shorfuzzaman, et al., 2019). In every single

moment, an enormous amount of data is produced through these devices

(urRehman et al., 2019). In order to cater for this massive data, current

technologies and applications are being developed. These technologies and

applications are useful for data analysis and storage (Kalaian, et al., 2019). In

this context, we describe the idea that we do not have the ability to control the

emergence of innovative technologies through which students will have

access to online learning and may have a response to the new learning

modality.

Lastly, Transferability concerns the aspect of applicability. The

researcher should convince the reader that your research applies to their

setting by giving an ample description of the participants and the research

process (Korstjens and moser, 2018).

 We assure that the methodology of this investigation is thoroughly

described in the context of this study. To avoid bias, all transcripts and data

analyses were presented in the appendix as references for future use. The

materials obtained before, during, and after the interview were maintained in

a safe place, both in soft and hard copy.

Ethical Consideration

The goal of this study was to learn about the real-life experiences of

BSED English 2nd year college students who were enrolled in an online

learning program. The participants in this study were deemed vulnerable

individuals who must ensure that their human rights were respected. To

establish ethical consideration, we adhere to the Belmont (1979) report’s

essential ethical consideration principles of respect for others, beneficence,

and justice.

According to the Belmont report from 1979, respect for persons entails

safeguarding all people's liberty and treating them with kindness and respect.

In the context of this study, we always made sure that parental consent was

signed prior to the study's conduct, and we also used desire parent consent

and informed consent to help them understand the content. They were given

all of the information they needed about the study's purpose, and we

answered any questions they had so they could decide whether or not to

participate. Following the parent's consent, the identified participants were

given an informed assent to ensure that they were adequately informed about
the research and had the freedom to choose whether or not to participate. We

also ensured that there was no coercion or activities that went against the

participants' will.

Belmont report 1979 defines beneficence as "the treatment of a person

in a positive manner by respecting their decision while causing no damage

and protecting their well-being."

In the context of this study, the findings would benefit in the discovery

of unpleasant experiences that they had while taking classes in an online

learning modality.

According to Townsend, Cox, and Li (2010), justice related to what each

person deserved without partiality, with the goal of providing fair treatment.

It was accomplished in our study by providing equal treatment to all

participants in order to ensure that the list advantage participants got equal

attention and that they receive the benefits to which they are entitled.

We also considered the tight adherence to the Beltmon report, as well as

the Data Privacy Act of 2012, (Republic Act 10173), which protects persons

from improper processing of personal information in which their identity is

easily known through direct attribution.

For the LGBTQ community, the term "LGBT" refers to lesbians, gay

men, bisexual men and women, and transgender people. This group is
distinct, and it also includes subgroups based on race, ethnicity, geographic

location, socioeconomic status, age, and other factors (NCBI, 2011).

In the context of this study we ensure that individuals including

members of the LGBTQ community have the opportunity to participate in the

interview as research participants. And we made certain that there is no

gender discrimination or bias in any of the questions.

In this study, we made sure to maintain anonymity whenever possible

to increase the security of data processing. We also made sure to use code

names to avoid revealing the participants' identities. Finally, all of the data

gathered was properly handled by storing it in a secure cabinet that was only

accessible and visible to an authorized person. Furthermore, only the

researcher advisor and a panel of specialists were allowed access to the

information obtained during the study.

 Chapter 4
RESULTS
This section represents the results and in-depth analysis of the data

obtained in the study. Its findings were based on the data gathered through

the interview transcriptions from the respondents. These data were then

selected, analyzed and interpreted and emerged as the themes used to answer

the research problem. It also presents the themes and core ideas that were

derived from the participants’ responses.

Lived Experiences of Second-year English Students in Online Distance

Learning
 Table 1 shows the major themes and core ideas which relate to the lived

experiences of students in online distance learning. In total, there are five (5)

themes that were gathered in this category namely, (1) poor internet

connection, (2) lack of resources, (3) learning difficulties, (4) lack of self-

confidence, and (5) poor time management. These themes were supported and

justified by participants’ responses which were uttered during the in-depth

interviews and focus group discussion.

TABLE 1

Major Themes Core Ideas

● Struggle to connect internet
during online class
Poor internet connection
● Inability to participate due to
unstable internet connection
● Unstable internet connection in
WIFI Vending Machine
● Inability to attend online class
due to lack of materials
Lack of Resources
● Financial problems in obtaining
internet connection

Learning Difficulties ● Having a hard time acquiring

 knowledge

● Inability to comprehend during

the class

● Ineffective at obtaining
knowledge

Lack of Self- Confidence ● Experience anxiety during online

class

● Inability to participate due to

low self-esteem

Poor Time Management ● Difficulties balancing studies and

work at the same time

● Having a trouble resolving

scheduling conflicts
● Difficulties balancing studies and
household chores at the same
time

Poor Internet Connectivity

One of the most concern of the students during the online distance learning is

having a slow internet connection. As students, it is a burden to adapt the new

learning modalities because of the slow internet connection, with a lot of

adjustments, just like there are places in the community that doesn’t have signals or

has a problem with internet availability.

M-A said that:

“So ang main na problem nga gina encounter jud during sa online
 classes is the connectivity in the connection “

(So, the main problem that I really encountered during the

online class is the internet connection)

M-B also shared that:

“So, as I’ve experience, one of the problem nga ma encounter

nako, internet connectivity, kanang walay load”

(So, as I’ve experience, one of the problem that I encountered

is internet access, especially if there’s no internet data and

have no money to buy internet data)

Also, FGD 4 also mentioned that:

” So, one of my lived experiences, is that encountering

many technical problems like poor internet connectivity”

M-P confirmed that:

“The first thing that I encountered is ang connectivity.”

(The first thing that I encountered is the internet connection)

FGD 5 affirmed that

“Kuan kanang nanglisod ko in terms of connectivity”.

One of the student’s struggles during the online class is how they will be able

to participate or join the class having a weak internet connection. It may interrupt

during the class and even cannot join the class due to poor connection, therefore the

students cannot be able to listen properly to the discussion or cannot even finish the
whole class. In that case, students missed activities that may affect their academic

performance.

As M-D stated that:

Of course, oral recitation when the connectivity is very low,

I cannot share my thoughts because of the slow internet connection.

M-C also said that:

Online classes is really hard, lisod kaayo mag adjust sa online

classes kay daghan factors like, strong weak internet connection.

(Online class is really hard, it very hard to adjust with

a lot of factors like, strong and weak internet connection)

One of the student’s way to have an internet connection is through a vending

WIFI machine that needs a coin to operate, however it does not usually have a good

internet connection and it adds as expense to the students.

As M-J stated that:

“Ang internet connectivity kay okay ang signal but ang

vendo wifi diria kay wala-wala jud. Wala sad mi kwarta
nga ika paload”

(The internet signal here is okay but the vending

WIFI here is unstable and we do not have the money
to buy internet data)

FGD 5 confirmed that

“Kuan kanang nanglisod ko in terms of connectivity”

Lack of Resources
 Since there is a sudden shift from face-to-face classes to online learning

because of pandemic, lack of resources is one of the major concerns of students.

Students require learning materials such as gadgets, smartphones, and other

devices that are important in implementing online classes in order to make online

classes effective.

However, some students don’t have the luxury of having smartphones,

laptops and internet service providers. Most of the parents and students are not

prepared in the sudden transition of face to face class to online distance modality.

M-G point up:

“When the pandemic started, I really didn't have any gadgets,

a phone or even a laptop at that time”

M-G also shared that:

“I was crying again because syempre wala koy laptop

and i will go to church to our pastor to lend a laptop
just to encode something and also to that certain teacher
that I know who is also generous of lending me her laptop”

(I was crying again because I don’t have laptop so I will

go to church to our pastor to lend a laptop just to encode
something and also to that certain teacher that I know
who is also generous of lending me her laptop)

It is also difficult for the students to attend online class because they lack of
learning materials to be used in online class.

This idea is from M-C:

 “husahay mu lag na akong selpon so di nko ka attend
ug klase maong panagsa maningkamot najud kog hulam
panagsa”

(Sometimes, my phone is lagging so I can’t attend the

class that is why I strive to borrow (from others) sometimes)

It is also difficult for the students to attend the class because they don’t have
internet service providers and they lack financial support to obtain internet
connection since some students used their mobile data on their phone to connect to
their online class.

M-J stressed that:

“so aside from the fact nga hinay ang signal sa vendo wala
sad mi kwarta nga ikam ika paload every three days gani
te kay 50 pesos is equivalent to three days man siya
then 1gb per day lang”

(So aside from the fact that the signal in WIFI vending
machine is too slow, we also don’t have money to buy internet
data every after three days since fifty pesos is only equivalent
to three days and one gigabyte only)

M-B also mentioned that:

“So as I’ve experience, one of the problem nga ma

encounter nako, internet connectivity, kanang walay load,
wala kay kwarta nga makapaload ka”

(So as I’ve experienced, one of the problems that I’ve

encountered is internet access, when there is no internet
data, and you don’t have money to buy internet data)

FGD-04 also confirmed and said that:

“also kana bitawng financial problem, when we say

financial, halimbawa mag vendo lang ta then kanang wala
moy kwarta dili dili jud ka maka maka kuan ug internet
 connection that's why kanang lisod para sa imoha nga maka
join ug online class”

(Financial problems also, when we say financial, for example

you are just using WIFI vending machine and the you don’t
have money, you can’t really obtain internet data that’s why
it’s hard to attend online class)

This conforms to the survey of DepEd as cited by Santos (2020) mentioning

that 2.8 million students have no way of going online especially in rural areas where
internet access and speed is a challenge.

Learning Difficulties
One of the major issues that students face is their inability to learn during
online class. Just like the traditional face-to-face classes, online distance learning
has some disadvantages. One of which is they are having a hard time in acquiring
knowledge especially if the internet connection is unstable.

This idea is from M-G:

“So it is very inconvenient since online face to face nga

daghan jud kag matunan.an, in online class is we are
struggling especially if the internet connection is not
stable, so and especially sa teacher pud if magka problem
sa connection”

(So it is very inconvenient since in online face-to-face, we

can learn more. However in online class, we are struggling
especially if the internet connection is unstable and if the
teacher is also having with the connection)

M-J also mentioned it by saying:

“tapos ang ikatulo nga problem kay ano jud ang kanang
learning na amoang makuha the learning that we aquire”

(the third problem is the learning, the learning that we can acquire)
 M-J added that:

“in terms pud sa learning kung sa face-to-face as what

I have said earlier na if face-to-face mas maka voice out
mas mka aquire mig more knowledge more lessons”

(When it comes to learning in face-to-face setting, as what

I’ve said earlier that in face-to-face we can voice out and we

can acquire more knowledge about the lessons)

It is also difficult for the students to comprehend their lessons because of the
barriers that preventing them such as the interruption of connection and unfavorable
learning environment.

This idea is confirmed by M-C:

“Kay dili nako ma comprehend unsa tong mga gipangsulti

sakong mga classmates ug sa teachers kay putol putol,
chappy, chappy jd ang ano, everytime nga magklase”

(I can’t comprehend the things that my classmates and

teachers are saying because of interruption, it is sometimes

choppy during our class)

MP also mentioned that:

“second is the comprehension because due to virtual phases

there are some times nga mawala ang teachers and as to

student they can’t cope the discussion due to the signal barrier”

(Second is the comprehension. Because of virtual phases, there

are times when the teacher is lost due to a bad internet connection,

and the students are unable to understand the discussions)

 Aside from that, they also lack in retention of what they learned.

M-C stressed that:

“dili man gud sya mu sink in samong mga brain, samong

utok ang mga, mag sink in ra sya during the class, pero
pag mag exam nami panagsa rako makahinumdom sa
mga topic nga among na discuss during our class”

“It did not sink in our minds; it only did so during the class;
however, during the exam, we were unable to recall the topic
that we had discussed during the class”

Indeed, as some students compare their learning in online distance learning

to face-to-face learning, online classes are ineffective in obtaining learning. Some
students claimed that they learn more effectively in traditional face-to-face than in
online distance learning.

This idea is from M-G:

“Blended learning it is not really effective, as an English

major student because you really want to dig deeper,
you really want to learn more about a certain topic but
you can’t learn it because the teachers are only limited”

M-G also added that:

“The fact ba na pinaspasay ba, like once a week there are
times na ikapila lang mag meet so limited time and limited
lessons and of course limited learnings so wala kaayo tay
matun an kay kanang though we research but it is really not
enough for us na mag research lang”

(Since we are rushing, there are only a few days to meet

each week, and thus there are only a few lessons and
learning. So we can’t really learn because even though we
research, it still insufficient)
 M-B also shared that:

“I guess virtual classes is not good enough to learn more,

because for me, mas better jud ang face to face”

(I guess virtual classes is not good enough to learn more,

because for me, face-to-face online setting is still better)

M-B added that:

“there are times nga kanang hinay bitaw ang internet

connection maglisod mi ug sabot sa kanang, maglisod
mo ug sabot sa usag usa and maybe isa pud sya
rason nga kanang gamay ra imong ma learn”

(there are time that the internet connection is too slow,

so it is difficult for us to understand each other. So
maybe that is the reason why we couldn’t learn more)

M-C also affirmed and said that:

“dili kaayo sya conducive sakong learning as English major”

(It is not conducive to my learning as an English major)

Lack of Self-Confidence
A student's self-esteem has a significant impact on almost everything she
does -- on the way she engages in activities, deals with challenges, and interacts
with others. Self-esteem also can have a marked effect on academic performance.
Low self-esteem can lessen a student's desire to learn, her ability to focus, and her
willingness to take risks. Positive self-esteem, on the other hand, is one of the
building blocks of school success; it provides a firm foundation for learning.

One of the main concerns of students during the online class is a lack of
confidence. They're having anxiety attacks because they're not comfortable with
online setup, and even turning on the camera makes them nervous.

M-A shared that:

 “murag dili ko prepare mo sulod ug klase kay mahadlok ko
or something kana gung ma worry ka kay basin ug karon
man gud di siya parehas sa face-to-face pag maka sulod ka
kay okay lang ,diria man gud "pag online na" is murag naa
kay anxiety ba , kanang mura murag mangulba ka mag on
lang gani ug cam mangurog naka unsa imong e sulti ,so
dili kaayo siya friendly na set up para sa akoa specially kay
ulawom kaayo ko ing'ana gud so mag duha duha ko, mo
sulod ko karon labaw nag terror ang instructor”

(I am not prepared to participate in the class. I am too

concerned, as opposed to the face-to-face, that I am
able to attend the class. I'm having anxiety attacks in an
online setting, and even turning on the camera makes me
nervous, and I don't know what to say. It's not friendly for
me, especially because I'm shy, so I'm debating whether
or not to attend the class especially if the instructor is
terror for me)

Some students are also under pressure, which causes them to be afraid to
attend class. A student stated that she will leave the meeting in the middle of the
class so that she will not be able to respond during the discussion.

M-A shared that:

“murag gina pressure man gud nako akong sarili so

kanang gusto ko na pag magsugod na gani ang
online class ,gusto nako na mo leave ani ug diko ka
answer ana gud”

(I am pressuring myself. When the class is starting, I

want to leave the meeting so that I can’t answer)
 Their lack of confidence is also preventing them from participating in class. It
can lead to poor academic performance and grades.

FGD-01 affirmed that:

“kanang sa online class kay murag kanang murag

nakita jud nako ang kanang murag maka ubos gani
siyag self-confidence, so kuan, self-confidence
ana, kay lahi rajud ang face to face kay ing'ani
man gud kay naga participate ka kay kini nga klase kay
kanang maulaw ka mag participate”

(I can see how this online class is affecting my self-esteem.

I can say that it is difficult, as opposed to face-to-face,
where I can still participate. I’m too shy to participate in this
online class)

M-A also added that:

“wako ka participate maglagot ko, kanang kasayang
sa attendance ka sayang sa points ana, so sala gihapon
nako kay diko mo tingog ,so ug naa koy answer is dili
gihapon ko mag on ug mic kay mahadlok ko”

(I’m upset because I didn’t take part. I wasted my

attendance and my points. So it’s still my fault because
I didn’t participate, and even though I have my answer,
I’m not going to turn on my mic because I’m afraid)

Low self-esteem or lack of confidence leaves students doubting their ability to

succeed, making them hesitant to engage in learning or take appropriate academic
growth risks.

Poor Time Management

One of the biggest issues that impacts online learners is poor time
management. As online courses require a lot of time and intensive work, time
management is a difficult task for e-Learners. Conflicting schedules, too many
distractions and multitasking can lead to poor time management. Some students is
having a hard time in online class because they work and study at the same time.
 This idea is from M-P:

“Online class is not easiest what it is today no as

what I experience in online class ,as a working student
I have to manage my time, especially since I am
studying and working at the same time”

Moreover, inability to manage time is also inevitable for students because of

their conflicting schedules.

M-G point up:

“because of my schedule since I am an irregular

student, I have a hard time coping with my subjects
especially if there are conflicts such as time, there
are subjects in which there are two schedules, two
subjects at the same time”

Because online classes do not require students to attend school, many use
their homes as a temporary classroom. They have responsibilities as members of
their individual families, such as conducting household chores. According to a
student, online classes are ineffective since they are unable to do home tasks due to
their online classes, and as a result, they will be diverted from their responsibilities.

M-G shared that:

“it is not effective especially kung naa tay mga

buhaton sa balay, we cannot do it because naa
tay online class and ma distract na ta”

(It is effective especially if we have household

chores, we cannot do it because there’s an online
class thus we can get distracted)

Second-year English Students' Coping Mechanisms in Dealing with Obstacles

During Online Distance Learning
 Following a careful examination of what support students sought to deal with
challenges during online distance learning, the researcher identified three themes:
Students’ self-encouragement in the midst of online learning problems, Help seeking
assistance in obtaining resources for online class, and Self-reflection.

TABLE 2

Major Themes Core Ideas

 Applying a step to participate

Students' self-encouragement in the and push oneself in an online
midst of online learning problems class
 Motivating oneself to strive
much harder
 Taking initiatives to address
one's resource needs in an online
modality
 Applying consistency in learning
process
 Managing one's time in order to
be more productive
 Being optimistic to achieve goals
in life
 Being committed to study
despite the difficulties in an
online class

 Requesting to access gadgets

Help seeking assistance in obtaining from family and peers
resources for online class ● Obtaining an internet connection
from family and friends

● Consider online learning as both

ineffective and effective
Self –reflection
● Face-to-face is conducive for
students to learn
 ● Online learning is considered as
knowledge improvement for
students

Student’s self-encouragement in the midst of online problems

Students established strategies to cope with online distance learning

after making a significant adjustment to these new learning modalities, and

because not everyone has the same privileged. Taking small steps to manage

these new modalities allows students to gain knowledge and continue their

education during a pandemic. And continue to motivate thyself to exert

greater effort in order to participate in class.

M-A said that:

“Step by step, gina try jud nako na mag participate na

bahalag ginagma, so kuan lang jud sa imong sarili kanang

e push jud nimo imong sarili.”

(Step by step, I'm trying to participate in the process, so

just push yourself ).

One of the strategies used by students is to keep motivating themselves

to cope with the new distance learning; in this way, despite the challenges and

struggles they face, they use it as motivation to keep striving and remaining

positive.
FGD said that

“Kanang e motivate jud nako akong sarili na mas maningkamot

pajud”

( I motivate myself to work harder ).

M-C shared that

“Gina motivate lang nako akong self nga padayon lang jud

maskin dagahn factors nga maka affect sa online classes”

( I just motivate myself to just keep even though there are

many factors that can affect online classes)

FGD – 7 also mentioned that

“So, for me the learners and students should apply

his or herself as motivated and to be oriented maybe

because from the challenges from the hurdles sa mga

sacrifices that all sacrifices that all learners suffering

right now they must always think positivity in life

or they must be optimistic physically, mentally and

spiritually. In order to order to overcome struggles”

(So, for me the learners and students should apply

his or herself as motivated and to be oriented

maybe because from the challenges from the

 hurdles to the sacrifices that all sacrifices that all

learners suffering right now they must always think

positivity in life or they must be optimistic

physically, mentally and spiritually. In order to

order to overcome struggles).

Since not all students have the same privileged, some students took the

risk of being a working student to support their education, especially now

that it is pandemic and the cost of being a student has increased, as well as to

help their family with their basic needs.”

M-J shared that:

“Naga work in order for me na maka hatag pud sa

akong kaugalingon like pan load or pamasahe tapos

makatabang pud diria sa balay then pagka udto klase”

( I’m working in order for me to be able to provide for myself

like to have data load or fare and then help here at home then

after lunch class).

Students encountered these new learning modalities unexpectedly,

making it a significant challenge for everyone to be consistent in order to

achieve the desired results. Thinking positively encourages them in

overcoming the challenges of these new learning modalities.

M-J said that

 “Dapat consistent ko, tho dili dapat consistent nga naa

ka sa taas bast consistent ka nga nag tarong ka na

hunahunaon nimo na dapat ma achieve nimo karon”

(I have to be consistent, though you don't have to be

consistent that you're on high but you're consistent that you

think you should achieve now).

Time management has been a challenge for all students because there

are working students and everyone stays home, so their time is divided with

other things. Disciplined time management allows students to participate and

perform well in class.

M-J shared that:

“Time management pud diay, dapat manage nimo

imohang time dapat karong adlawa maka accomplish

ka 4 task”

(Time management also, you must manage your

time today to be able to accomplish 4 tasks).

Staying positive in the face of the challenges posed by these new

learning modalities greatly aid students in simply enjoying the new process of

acquiring knowledge and learning.

M-P said that

 “The basic strategy that I’ve been using is by being

optimistic at all times and also being positive will

fuel us to strive more in life and to achieve our goals

in life”

(The basic strategy that I’ve been using is by

being optimistic at all times and also being positive

will fuel us to strive more in life and to achieve our

goals in life).

FGD also shared that

“Be always optimistic and despite sa kaning naa kay

mga fear, personal na ginabuhat so daghan kaayog

mga kaning mga problem nga imong naagian and while

ga online class so be optimistic nga makaya ra nimo

ang mga challenges nga imong naagian.”

(Be always optimistic and despite your fears, you

personally deal with so many of these problems that you

have gone through and while in online class so be

optimistic that you will be able to cope with the challenges

you have gone through).

Above all, students use motivation, perseverance, and commitment that

will surely help them to get through their current situation. They are willing
to take a risk and make sacrifices in order to pass the class, and despite the

challenges, they are more eager to perform and learn.

FGD shared that:

“One of the best way to cope this matter is that being

committed na maka learn, committed ka nga mo

eskwela bisan tood sa mga challenges nga imohang ge

atubang because if you are committed person nothing is

impossible”

(One of the best ways to cope with this matter is that being

committed to learning, you are committed to school despite the

challenges you face because if you are a committed person

nothing is impossible).

Help seeking assistance in obtaining resources for online class

Amidst the pandemic, students became more resourceful for them to

get updated and never left behind in the class, due to lack of gadget and other

resources; they seek help from their peers and relatives.

M-G shared that:

“Muadto ko sakong pinsan, and mag ask ko saiya’g

permission kung pwede ba nga maki share ko

sa iyang internet connection.”

 (I will go to my cousin, and I will ask his permission if

I can share his internet connection).

Self-Reflection

Since not all students has the same privileged, it comes to the mind of

the students that online classes have both disadvantages and advantage,

learning comes in a different approaches and style where online class cannot

offer all of it.

M-G said that

“It is not really effective as an English major student

because you really want to dig deeper, the fact nga

pinaspasay, like once a week there are times nga

ikapila lang mag meet, limited time and limited

lesson and of course limited, wala kaayoy matun-an.

(It is not really effective as an English major student because

you really want to dig deeper, the fact that it is accelerated,

like once a week there are times that only a few meet, limited

time and limited lessons and of course limited, very little to

learn).

Online class somehow reflects the student’s situation, since not all has

the same privileged their experiences really differs. Applying learning

techniques help them to cope up in the class lessons, self-reliance and

independency develops during the online class.

 FGD shared that:

“We cannot refuse the fact na it is not really effective

but naana ta sa stage na pwede na kasi I am firm

believer na oneof the righteous resources for learning

is the learner himself so maskin pag unsa ang kanang

technique na buhaton nato in order for us to reach

your dreams”

(We cannot refuse the fact that it is not really effective

but we are at the stage where we can because I am a firm

believer that one of the righteous resources for learning is

the learner himself so at least what is the right technique that

we will do in order for us to reach your dreams ).

M-J also mentioned that:

“Dili jud ni siya effective te para sa akoa lang tho

okay gud siya kaysa magtambay, pero sa pangutana

nimo if mas productive ba siya, No, for me it;s a no”

(It is not effective for me, I mean it is okay

rather than enjoying around, but when you ask, if it is

more productive, No, for me it; s a no).

It also depends on how the teachers approach the students during the

class and it has a big impact on students learning and its effective teaching.
M-B shared that

“I think, online learning technique, dili kaayo sya

effective in a sense nga when it comes to interaction

with your classmates, especially sa imong teacher”

(I think, online learning technique, it is not very

effective in a sense that when it comes to interaction with

your classmates, especially with your teacher).

M-C also mentioned

“For me, No, dili condusive ang online classes

sa mga students”

(For me, No, online classes are not conducive to students).

M-A also shared that:

“In my case, productive ko if written works, sa

reporting maingon pud nako kay naga prepare

kog script so para tuloy tuloy na ang reporting, so

ang productivity nimo is 50/50”

(In my case, I am productive if written works, in

reporting as well as I am because I am preparing a

script so that the reporting will continue, so your

productivity is 50/50).
 The difference of what a face-to-face situation and online class offers to

the students is not only the physical presence but also the learning that need

to be teach in a face-to-face class.

M-D mentioned that:

“For me No, because I can say that I am more through face-to-face class

because I can see my teachers, I can listen well because there is no connectivity

at all and I can explain my thoughts well and I can understand well (M-D).

Insights and Suggestions From Second-year English Students That Can Be

Drawn From Online Distance Learning
Table 3

Major Themes Core Ideas

● Challenging individual to strive
harder and to be involved in
Motivational advice for the other
student in facing online learning online learning
● Believing and not giving up on
obtaining a diploma despite
difficulties in online learning
● Developing concrete strategies
for dealing with difficult
situations
● Applying commitment in an
online learning

● Taking all the risk to achieve

goals in life
● Overcoming struggles in
pandemic by being goal oriented
● Self- learning to acquire more

Students' suggestions for teachers'
and institutions' teaching methods
Students' suggestions for teachers'
and institutions' teaching behavior
Students' applied learning strategies
in learning English
knowledge
● Being motivated at all times
● Develop and explore new
teaching strategies in online
modality
● Improve the learning system in
online distance learning
● Teachers should be considerate
in giving activities
 Teachers should be patient and
understanding
 Teacher should considerate the
capacity level of students
 Teachers should understand the
situation of students and
respond appropriately at all
times
 Teachers must be attentive in
meeting the needs of the
students
 Teacher should broaden
perspective towards students
economic condition
● Willingness to learn subjects in
English
● Self- study and exploring to
obtain more knowledge in
English subject
● Invest own ability to strive more
by investing the dream
profession
● Motivate , perseverance, and
being positive are applied to
learn new things that can be used
in the future
 The students give their thoughts about online distance learning that can

be shared with other students, as well as their suggestions for improving

online distance learning. Following an analysis of their responses, the

following themes emerged: Motivational advice for students in facing online

learning, Students' suggestions for teachers' and institutions' teaching

methods, Students' suggestions for teachers' and institutions' teaching

behavior, and Students' applied learning strategies in learning English.

Motivational advice for students in facing online learning

The majority of participants share their thoughts, which serves as

motivational inspiration for other students taking online classes. As a student
of education, you must be helpful and guide other students. You must be an
inspiration.

Whereas online classes are difficult for students to manage, one of their
motivational tips for students is to challenge themselves to work harder and
to participate in online learning.

This idea is from M-A:

“E challenge imong sarili nga to be more, ayaw pag settle

na kung asa ka confidence asa ka mas hiyang ayaw lang
pag settle ana e challenge imong sarili na mas mo strive ka”

(Challenge yourself to be more; don’t settle in your

comfort zone. Challenged yourself to strive harder)

M-D also added that:

 “It is to be more understanding and do your best in your
studies despite the struggles we are facing, and study
hard and strive more”

It is also motivating for them to believe in themselves by not giving up

on the possibility of achieving their goals despite the difficulties of online
distance learning.

M-G stressed that:

“Is to have a fighting spirit, keep on studying though

there are struggles and circumstances nga makaingon ta
na gusto nata mo give up but then we should not
surrender in order to attain that diploma’

(It is to have a fighting spirit, keep on studying

though there are struggles and circumstances that
can triggers us to give up and we should not surrender
in order to attain that diploma)

It is also critical for the students to develop concrete strategies for

dealing with difficult situations in order to succeed in online classes.

M-C affirmed that:

”Kailangan lang nato mag set ug concrete strategies

around our virtual classroom nga makatabang sa atoa
effectively to prevent conclusion or slope among the
class. Let’s just fill a bridge between sa kalisod ug sa
atong dream in order to be comfortable and being supportive”

(We need to set concrete strategies around our virtual

classroom that can help us effectively to prevent
conclusion or slope among the class. Let’s just fill a
 bridge between our struggles and our dreams
in order to be comfortable and supportive)

It is also necessary for students to be committed to learning because

commitment can help students learn despite the challenges that they face
during online classes.

M-B shared that:

“I think the best insight is commitment, If you are committed

to learn, then dili sya babag nga maka tuon ka sa imong
lessons or sa discussions sa teachers”

(I think the best insights is commitment. If you are

committed to learn then it is not a hindrance to
learn your lessons during the discussions of teachers)

If students also want to achieve their life goals, they must be willing to
take risks.

This idea is from M-J:

“You will take all the risk in order to achieve your

goals in life”

Students should ne goal-oriented as well so that they can easily

overcome their challenges in life.

M-P point up:

“As future learner, they must be goal oriented in life,

by that they can easily overcome the struggles of life like
this pandemic”

FGD confirmed and said that:

“Is to be motivated and goal oriented. Mainly because

if we are passionate of the things that we are aiming”
 Students should not be reliant on teachers as well. They should practice
self-study to gain more knowledge because learning during online class is a
challenge.

FGD-1 said that:

“Don't spoon feed, is one of the lessons I learned from

this online learning environment. Don't just study
what your teachers have taught you tungod kay as a
student, you must also investigate and open the
door to possible learning outcomes”

(One of the lessons that I learned from

this online learning environment is “don’t
spoon feed”. Don’t just study what your
teachers taught you because as a student, you
must also investigate and open the door
for possible learning outcomes)

Indeed, being motivated at all times can help students overcome

challenges in online distance learning.

FGD-6 affirmed that:

“My insight about online learning and on how I can

share to other students is that never lose the
motivation to learn even though we're in the distant
learning. We need to be productive and motivated at
all times”

Students' suggestions for teachers' and institutions' teaching methods

The majority of participants suggested motivational strategies to

improve teachers' and institutions' teaching methods. Teachers must teach
with quality in order to provide a quality education. However, institutions
must develop a strategy to improve teachers' overall performance in the
online modality.

Since students are having learning difficulties during online classes,

teachers should develop and explore different teaching strategies to help
student obtain more knowledge especially those students who are having a
hard time in acquiring knowledge.

This idea is from M-A:

“More pa sa teaching strategies ma involve ang students”

(They should develop more strategies that would

involve the students)

Improving the educational system as well is one of the suggestions from

the students. A student suggested that the institution should improve the
educational system by broadening their perspective and recognizing the
problems that students face in order to provide what students really
necessitate.

This idea is from FGD-7:

“I can suggest to the institution to improve the learning

system, they must open their mind. I want to open their
mind to recognize the problems that other students' facing
right now. They must be patient to give the learners the
things that really need for themselves and for the profession
that inline to them “

Students' suggestions for teachers' and institutions' teaching behavior

Teachers should not only lead students in academics and

extracurricular activities, but also get to know their students in order to
provide a quality education. Thus, institution he institution must devise a
strategy to improve teachers' behavior in dealing with and treating students in
the online modality.

According to the study of ( McIsaac, MS., 1999) that examines the nature
of interaction in an online course from both teacher and student perspectives.
In other words, students and teachers collaborate by sharing suggestions for
an effective learning style for students in an online class.

As suggested by students, teacher should be patient with their students,

especially if they are having a difficult time, and they should try to be more
understanding as students are also challenged by this online distance
learning.

M-B point up:

“Ang masuggest lang nako sa teacher is have patience

and understanding”

(My suggestion to the teacher is to have

patience and understanding)

M-P also mentioned that:

“They must prolong their patience and understanding

towards their students.

M-J also shared that:

“I encounter a lot of different attitudes of teachers

inside the institution, unta they can be more
understanding in terms of online class kanang
musabot sila sa mga student. And kanang proper
response to students”

(I encountered lot of different attitudes inside

the institution. I hope that they can be more
 understanding in terms of online class and
that they are willing to understand students.
Also, they should response properly to students”

Teachers must also recognize that not all students can function in the
same way due to their unique circumstances, and they must respond
appropriately to the students.

This idea is from FGD-2:

“Unta mas makasabot sila sa students kay dili tanan

kusog ug net ug naay tarong nga cellphone and
unta mas maging approachable pud sila ug mas
taason pa ang ila pasensya”

(I hope that they can understand that not all

students have strong internet connectivity and
smartphones. I hope that they can be more
approachable and they will prolong their patience)

FGD-6 also affirmed that:

“then sa mga teachers pud kay be considerate sa mga

students like lahilahi man tag state sa atong pag puyo”

(And for the teachers, they also be considerate

that students have different circumstances)

M-J also mentioned that:

“And kanang proper response to students”

(Also, proper response for students)

Teachers should also keep in mind that students’ capacity levels differ.
They should understand that there are students who are below average,
average, and above average.
 This idea is from M-J:

“They should be considerate, kasi ano man gud ang

level of capacity sa student is naa average, below
average ug high average so in order for them to teach
the students nga ilaha jung ge panindigan ilang
profession as a noble profession teachers dapat una
palang gina consider nila ilahang students”

(They should be considerate. The capacity level

of students differ, there are average, below
average and high average. In order for them to
teach the students they should remember their
noble profession and they should consider
their students)

Because students are also struggling with their financial stability,

institutions should take into account their students’ various economic
circumstances and reduce their institutional fees.

FGD-5 point up:

“Masuggest sa institution kay ila ibroad ang ilahang

perspective sa lahilahi nga economic condition sa
mga estudyante like sa bayrunon, dili , magsige paningil.”

(The institution should broaden their perspective

when it comes to the economic condition of
students and they should lessen the institutional fees)

Aside from that, the teachers should also be considerate when assigning
tasks. They must remember that students are not machines.

This idea is from M-G:

 “I think I can suggest to the institution that they
should be more considerate in their giving tasks,
because the students are not robots”

FGD-5 also mentioned that:

“And then sa mga teachers pud, kay hinayhinay sa

mga activities”

(And for the teachers, take things slowly when

assigning activities)
 Chapter 5
Discussion

This chapter presents the discussion of the themes extracted from the

results. The themes were supported by various authors that shared the same

idea. It also includes implication for teaching process, the recommendation for

further study and concluding remarks.

Lived Experiences of second-year English students in an Online

Distance Learning

When the corona virus outbreak forced school closures across the

country, the majority of schools swiftly shifted to online distance learning. The

end outcome was unlike anything most students had ever seen or experienced

before. Physical separation of teachers and students during instruction is one

of the key features of online distance learning and the use of various

technologies to facilitate student- teacher and student- student

communication.

Under the first question on what are the lived experiences of education

student in online distance learning, the following themes emerge: poor

internet connectivity, lack of resources, learning difficulties, lack of self-

confidence and poor time- management.

Poor Internet Connectivity

The majority of participants stated that having a poor internet

connection was one of their lived experiences. There are numerous cases

where students are unable to attend classes due to this factor, indicating that

students usually experienced this throughout the continuation of the online

distance modality.

In the study of Rotas, Erwin and Cahapay, Michael B, (2020), attempts

to describe the difficulties in remote learning of university students in the

Philippines in the wake of the COVID-19 crisis. It also revealed that one of the

difficulties in remote learning is the unstable internet connectivity. As a result,

their study demonstrates that students' live experiences on this new platform

were affected by poor internet connectivity.

Furthermore, the findings of Chung et al. (2020) study may contradict

the findings that internet connection is one of the major challenges of online

learning among students. Despite this, according to the findings, nearly six

out of ten students use mobile data for internet access. With this in mind,

according to the studies of Siddiquah and Salim (2017) and Bisht et al. (2020),

problems with internet signal may become a barrier to students' learning.

Lack of Resources

Some participants claimed that when it comes to online learning, they

have trouble in finding resources to attend classes. Students have also

expressed financial difficulties in obtaining an internet connection, and others

have been unable to attend classes owing to a lack of materials. As a result of

these experiences, students struggle to learn and have a lesser level of

experience in meeting various learning needs.

According to Muhammad and Kainat's (2020) their study on students'

perspectives on online learning, the majority of students are unable to access

the internet due to technical and monetary issues. Furthermore, their study

asserted that among other issues raised by higher education students were a

lack of face-to-face interaction with the instructor, response time, and the

absence of traditional classroom socialization.

Furthermore, according to (Maffea, 2020), school districts around the

world are struggling to find enough money to spend on resources in their

schools. Areas with high poverty rates are typically those where schools

struggle the most. Students are affected in various ways by a lack of resources.

They are learning bits and pieces of topics and lessons, but they are not

getting the complete picture that they deserve.

Learning Difficulties
 The majority of the participants were also having difficulty learning in

the online mode. Students are unable to acquire knowledge and share their

own ideas in online classroom settings as a result of this experience.

Individual differences in working memory, the learning and memory

system for temporary retention and processing that is limited in capacity

appear to be another contributing factor (Baddeley, 2010). Individual

differences in working memory have been linked to differences in text

comprehension with printed materials (Daneman & Merikle, 1996), because

working memory limits inferential processing and model construction

(Barreyro, Cevasco, Burin, & Molinari, 2012).

Lack of Self- Confidence

Another live experience of students during online distance learning is a

decrease in or lack of student confidence. Students' self-confidence must also

be implemented and applied in an online environment and hence, self-

regulation and time management, as well as prior online learning experience,

are additional factors that have been connected to satisfaction with and

usefulness of online learning.

According to the study of Landrum, Britanny (2020) explores how

students’ confidence regarding their ability to use online learning platforms,

utilize self-regulation strategies, and their confidence in their ability to learn in

online classes predict both their satisfaction with and perceived usefulness of
online classes. Furthermore, multiple regression analyses revealed that

students’ confidence to learn online was the strongest positive predictor of

satisfaction and usefulness of online classes. The results indicate that

exploring students’ purpose and reasons for taking online classes, beyond a

students’ skill set and learning strategies, are fruitful directions to pursue

when assessing evaluations of online classes.

Poor Time- Management

One of the real-life experiences of students in the new learning format

was poor time management. Some students are involved in other activities in

order to meet their financial and educational needs.

According to a study conducted by (KJ Swick, 1987), many college

students may find the academic experience to be extremely stressful.

According to a study conducted for college students by Macan, Theresa H, et

al., (1990), the study revealed two major findings. The Time Management

Behavior Scale is made up of four relatively independent factors, with

Perceived Control of Time being the most predictive. Time management is

another potential coping strategy frequently offered by university counseling

services. A questionnaire was completed by 165 students to assess their time

management behaviors and attitudes, stress, and self-perceptions of

performance and grade point average. Therefore, poor time management

became one of the college students' challenges in adapting to the new

educational platform.
 Second-year English Students' Coping Mechanisms in Dealing with
Obstacles During Online Distance Learning

Students are delving deeper into online learning. There are instances

when problems arise for a variety of reasons. Thus, second- year English

students should seek help in the variety of ways to adapt with the online

modality.

Under the first question on what assistance that student seek to cope up

with online modality, the following themes emerge: student self-

encouragement in the midst of online learning, help seeking assistance in

obtaining resources for online class and self- reflection

Student Self- encouragement in the midst of Online Learning

The only way of students to cope with challenges they encountered in

adapting this new learning modality is to have self- support. Students

certainly apply self- support in order for them to overcome challenges in the

online modality.

From the study of Ropen, Alan R, (2007) the findings are the ways of

successful student from experiencing online class, it stated that most

important is a student’s ability to develop a time-management strategy to help

manage course requirements as an independent learner and staying

motivated in the class is a challenge for students studying independently.

Students who develop a personal motivation strategy find it a great asset to

the online learning experience, one that can keep them from losing interest or

burning out.

On that count, students use self-encouragement during online learning

in order to achieve their desired goals, which have become more difficult to

achieve due to the students' situation.

Help Seeking Assistance in Obtaining Resources for Online Class

Some of the participants stated that they are having trouble accessing

resources. Resources that support student learning and enhance interaction

between students and their instructor, as well as among students themselves,

are essential in online classes.

Furthermore, it is critical to investigate students' usage of help-seeking

tactics in an online learning environment, because this setting contains a

number of characteristics that may influence students' decision to seek

assistance (Kitsantas & Chow, 2007). These include the use of synchronous

(chat sessions and video conferencing) and asynchronous (emails and

discussion boards) communication strategies to improve engagement between

students and their instructors, as well as among students.

According to the findings of the study (Mina, Subia, Barlis, Tuliao, &

Pastorfide, 2020), students are not prepared to participate in online education

since the technological tools and environment they require are not always
available. Their expertise of e-learning was also below average and average.

Their biggest worries were poor and weak internet connections, as well as loss

and error in connections. Students have additional difficulties due to a lack of

technology, gadgets, or resources such as a laptop, webcam, printer, ring light,

and smartphones.

Self- Reflection

The participants indicated their thoughts and feelings about online

learning. Some people prefer face-to-face classes over online classes, while

others prefer online classes to improve their learning.

The current findings in the study of (Kemp N and Grieve R, 2014) serve

as a reminder that viewing "online learning" as a unitary concept to be

examined on its own or compared to face-to-face learning is overly simplistic.

Both education modalities have multiple aspects, and research focusing on

one aspect or combination of aspects may reach very different conclusions

than research focusing on another aspect or combination of aspects.

However, Garrison (2012) notes that the community of inquiry created

by e-learning is not synonymous with the collaborative and constructivist

approaches that can foster deep learning. If this is the case, then the current

findings may reflect collaboration and constructivism in both modalities, but

in different aspects of the learner experience.

 Insights that can be drawn out from Online Distance Learning

Second-year English students share their insights with other students

about how to recover and succeed in the online mode. Furthermore, they

asserted their suggestion to teachers and institutions to improve teaching

strategies in the midst of online learning.

Under the first question about what insights can be drawn out from

online distance learning, the following themes emerge: motivational advice

for the other student in facing online learning, students' suggestions for

teachers' and institutions' teaching methods, students' suggestions for

teachers' and institutions' teaching behavior and students' applied learning

strategies in learning English.

Motivational Advice for the other Students in facing Online Learning

The majority of participants share their thoughts, which serves as

motivational inspiration for other students taking online classes. As a student

of education, you must be helpful and guide other students. You must be an

inspiration.

Motivation, according to (Bzuneck (2001) as cited by Toimitus (2017), is

an internal construct that guides, changes, or maintains goals, actions, and

preferences. In this case, there are two types of motivation: intrinsic and

extrinsic motivation. When we act without any obvious external rewards, we

are motivated by intrinsic motivation. We simply enjoy an activity or see it as

a chance to explore, learn, and realize our potential" (Coon & Mitterer, 2010).

In addition, a study of students from higher education shows a link

between e - learning and traditional learners' motivation. The conclusion was

that when e - learning is more practical and application-based, learner

motivation increases and learners become more engaged in learning, resulting

in success and achievement of learning objectives (Kim & W. Frick as cited in

Harandi, 2015).

Students' Suggestions for Teachers' and Institutions' Teaching Methods

The majority of participants suggested motivational strategies to

improve teachers' and institutions' teaching methods. Teachers must teach

with quality in order to provide a quality education. However, institutions

must develop a strategy to improve teachers' overall performance in the

online modality.

As students tend to be unwilling to participate actively in online class,

which is understandable given their remote presence, some researchers

suggest tips on how to create an engaging online learning environment. (Fung

et al., 2020) for example, recommend strengthening student-teacher

interaction and utilizing it to enhance online learning.

(Martin, 2020) identifies five key considerations: instruction (explicit,

orderly, and well-organized); content (high-quality and appropriate to

students' levels); motivation (self-regulation, parental involvement, and tasks

that separate students from the online environment); relationships

(interpersonal relationships through various communication channels and

sufficient face-to-face online instructions); and mental health (reaching out to

students who may need help and promoting mental health awareness). 

Furthermore, (Dhawan, 2020) discusses a number of solutions to issues

related to online education. Pre-recording video lessons or lectures;

humanizing the learning process by making it more interesting, dynamic, and

interactive; creating forums for communication using social media and other

digital platforms; continuously improving the quality of online courses;

allowing students to ask questions and provide feedback; and promoting

collaborative learning, project-based learning, and group-based learning are

some of the solutions.

Students' Suggestions for Teachers' and Institutions' Teaching Behavior

Teachers should not only lead students in academics and

extracurricular activities, but also get to know their students in order to

provide a quality education. Thus, institution he institution must devise a

strategy to improve teachers' behavior in dealing with and treating students in

the online modality.

According to the study of ( McIsaac, MS., 1999) that examines the nature

of interaction in an online course from both teacher and student perspectives.

In other words, students and teachers collaborate by sharing suggestions for

an effective learning style for students in an online class.

Furthermore, there is evidence that the value of connection between

professors and students is linked to good teaching approaches. Students in an

online learning environment evaluated teaching behaviors like excellent

course facilitation, efficient communication, pushing students to do their best,

and being visible and actively involved in the learning process as very

effective (Young, 2006). These actions, combined with faculty offering a useful

course and demonstrating care and concern for student learning, according to

(Young, 2006), may improve connections between the teacher, the students,

and the course content [p. 73]. These highly ranked instructional behaviors are

all related to teaching and social interactions.

The findings in the study of (Bigatel, et al., 2012) provide a framework

for approaching the content in the form of competences that should be

incorporated in professional development programs. One set of necessary

skills is provided by the behavioral tasks mentioned in the study. Individual

professional development programs must design its own constellation to

fulfill the local demands of their online educators, based on their institutional

setting and distinctive characteristics.

Students' Applied Learning Strategies in Learning English

 Participants mentioned how they use their online learning experiences

to help them learn English. They rely on themselves for strength. They

provide additional motivational inspiration to strive to learn English despite

learning online.

According to the findings of ( Ariffin, et al., 2021), all students were

heavy users of Online Language Learning Strategies in English online

learning, with a preference for metacognitive strategies, which helped

students plan and organize their studies.

Students may face greater problems when learning English since

dynamic lessons incorporating interaction, online activities, and audio, video,

and text downloads require both cognitive and metacognitive skills.

According to (Clarke and Hermens, 2001), online learning is learner centered

because students can set their own pace and learn in a way that suits their

learning style. As a result of the difficulties encountered in online learning,

students have developed learning strategies to help them learn more

efficiently and effectively. The adoption of effective and suitable online

language learning strategies (OLLS) has been linked to improved academic

achievement, according to research (Shih, 2005; Solak & Cakir, 2015).

Although there was a poor correlation between strategy use and

performance, and use could not be used to predict success, instructors and

educators should still use this to enhance learning by addressing content and
process. It's because the tactics could still have a favorable impact on the

students. 

Implication for Teaching Practices

This study provide to the research on students' lived experiences in the

online modality. This study may also serve as a foundation for current and

prospective students who want a variety of motivational strategies and

suggestions to improve learning methods in an online medium. This might

also be used as a reminder of the issues that students face in online learning

that can have an impact on their learning process.

This study also helps teachers recognize how crucial their role is in

online learning and encourages them to continue to seek improvement for the

sake of their students. Furthermore, as a result of the teachers'' assistance and

effort in online learning, students develop their own self-motivation to

overcome challenges and improve their own knowledge in the online

modality.

Moreover, the study's findings serve as an eye opener and a foundation

for division, Department of Education, and CHED authorities in developing

and exploring new learning methods that can aid institutions in improving

learning strategies and addressing the various situations of students in

learning through the use of online modality.

 In addition, the findings of this study can assist Local Government Unit

to understand the situation of students and teachers, allowing them to

provide assistance to both teachers and students. It will assist them in

identifying how they can support the institution.

Lastly, students in online classes must receive constant attention from

their teachers. They are constantly striving to better, upgrade, and learn more

about the course they have enrolled in. Students are brilliant and inventive in

their own right. What teachers present to them may be the results of their

learning process.

Recommendations for Future Researchers

The focus of this study is primarily on students' lived experiences in an

online modality. As a result, doing a study that focuses on students' online

lived experiences would be a fascinating topic. As a result, it will provide an

opportunity to learn about the obstacles that students have faced and how

they have dealt with them.

Also, conducting a qualitative study that focuses on the lived

experiences of students in online modality would be fascinating. Since this

would allow a comparison between the qualitative and quantitative studies

on this subject.
 Lastly, this research was carried out in Kolehiyo ng Pantukan. It would

be fascinating and interesting if it could be repeated in other districts to see

what new challenges students face in online learning.

Concluding Remarks

Students' lived experiences may serve as a voice for all of the

pandemic's difficult events. Meaning, their experiences have influenced what

has been developed as a recommendation for adapting to and accepting the

new distance modality that the world is currently experiencing. Students'

lived experiences are things for which they have fought to survive this tragic

phenomenon.

Some of the challenges they experienced are the poor internet

connectivity, lack of resources including gadgets and internet connection then

experiencing learning difficulties, lack of self-confidence and the poor time

management, because some students are taking other activities to sustain their

educational needs as well as to survive on this crisis.

In addition, as students coping mechanism, seeking assistance to cope

the challenges is one technique that most student apply to themselves. And

one of the main purposes of this study, which could serve as a foundation for

all individuals, is for them to gain insight into the people involved, affected,

and concerned.
 To summarize, the research above provides a thorough examination of

the issues, not only for students, but for anyone experiencing difficulties as a

result of today's changes. It is important to note that the study addressed a

wide range of issues that arise as a result of the new normal. As a result, the

study goes into great detail in order to recognize the lived experiences of

students currently facing.

Lastly, the research analysis and investigation conducted through

interviews has provided recommendations to all on how we can provide a

more in-depth understanding of this global problem. In the future, the impact

of this pandemic on changes in things, particularly in the educational

platform, will be highlighted. It will also assist students, institutions, and the

government in furthering possible explorations where they may be able to

come up with or provide solutions in this type of situation.

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