The document discusses a proposed study on students' experiences with online learning during the pandemic. The researchers want to understand students' challenges, experiences, and proposed measures to improve online education based on their perspective. The study will focus on college students from different departments of one university. It will use theories on motivation, development, and transactional distance to inform the thematic analysis of challenges and experiences identified from student interviews. The study aims to provide insights to help educators improve online teaching and support students' learning experiences.

1. *
Students’ Experiences
Proposed
Measures

2. *
Rationale:
The rise of the pandemic resulted in drastic
changes in major industries in the country.
Major universities and colleges changed the
educational landscape from face-to-face
learning towards the online platform to
provide continuity of learning

3. In this light, the researchers want to dig deeper to look
into the subjective viewpoint of the learners to make a
substantive development to the gap of this current
setup, making their
*challenges,
*experiences,
*and proposed measures
elaborately stated for the benefit of the majority, letting
the stakeholders such as the policymakers, universities,
colleges, and professors know their students learning
experiences for future reference.

4. *

5. Theories
Self-determination Theory
- E. Deci and R. Ryan; 2006
Sanford’s Challenge and Support Theory
- Nevitt Sanford; 1968
Transactional Distance Theory:
Michael G. Moore; 1973
REPUBLICACT 10650
DepEd Order No. 18 s. 2020
College Students Taking
Online Class
PROPOSED
MEASURES
CHALLENGES
EXPERIENCES
THEMATIC
ANALYSIS
Figure 1: Schematic Diagram

6. *Self-determination
Theory
Extrinsic motivation comes from
outside sources such as rewards. On
the other hand, intrinsic motivation
stems from oneself. Students use
various motivations to succeed in their
classes, which awaken their innate
curiosity and learn whenever they
can

7. *
*students experience significant personal growth and development,
most of the time influenced by the college environment itself.
College is one of the most significant periods of development in a
young person's life. Hence, each student must be appropriately
challenged (and supported) through various experiences, both inside
and
outside the classroom (virtual
classroom).

8. *
Transactional Distance Theory (TDT) is an educational
theory that defines the fundamental concepts of distance
learning. It defines distance education, implying the
separation of teachers and students (Moore, 2007).
Three interconnected factors control and manage
transactional distance:
*(1) the program structure;
*(2) the dialogue that the teacher and learners
exchange; and
*(3) the learners' autonomy.

9. *
RA 10650 and DepEd Order : No. 18 s.2020
“Open Distance Learning Act”
It expands access to educational services by
institutionalizing open distance learning at the
tertiary level and allocating funds.
The new law also intends to implement distance
education as a suitable, efficient, and effective
system of delivering high-quality higher and
technical education in the country.

10. *Statement of The Problem
This study sought to find out
student’s experiences, challenges
and aspirations in undertaking
education through online class.

11. Significance of the
Study

12. Students raise their voice towards
online learning for educators to
create instructional materials and
improve teaching strategies for the
learning process.

13. Educators will be
able to understand
the gaps of the
learners..

14. This study provides
essential data to the school
administration about
students' experiences,
challenges, and aspirations
towards online learning.

15. The ideas presented may
be used as reference data
in conducting similarly
situated researches.

16. SCOPE and Limitations
Twenty college students from five different
departments, namely COED, CBA, CAS, CHS, and
COECS, will be chosen as research respondents, who
are currently enrolled at Holy Name University.
The students who are not qualified to be a
participant in this research are the following:
(1) college students who are not enrolled in Holy Name
University;
(2) students in HNU from the Basic Education and
Graduate Studies;
(3) a college student who does not belong to a
department enlisted in the inclusion criteria;
(4) students currently enrolled in college but not
enrolled in the previous academic year;

17. *

18. Profile Categories Student responses Frequency %
Gadgets Used
Laptop 15 75
Personal Computer 2 10
Cellphone 20 100
Tablet 0 0
Internet provider
PLDT 6 30
Smart Wifi 4 20
Globe 11 55
Internet connectivity
1 – very weak 0 0
2 – weak 2 10
3 – average 10 50
4 – strong 7 35
Table 2. Profile of Students in Terms of Gadgets Used,
Internet Provider and Internet Connectivity

19. *
Themes Specific Experiences
Accessibility
 Easy access to materials and videos uploaded(P1)
 Materials are well-organized (P2)
 Easy monitoring of scores (P2)
 Easy to access materials (P14)
Flexibility
 Can answer work at one’s own pace (P3)
 Can be used anytime in case one misses classes
(P14)
 More time to finish quizzes and examinations (P10)
Ease of Use
 Can be manipulated by hand in just few clicks (P!)
 Easy to answer exams quickly (P6)
 User-friendly (P9)

20. *

21. Themes Specific Responses
Technical Problems
 Slow internet connection (P5) (P8); unstable/poor internet connection (P12)
(P15)
 My mobile phone is running out of space which results in lagging (P19)
 There are lots of bugs (P10)
 I’m living away from the city; I need to go to Tagbilaran (P16)
Adaptability Struggles
 Lacks experience in using technology
 I prefer learning in an actual environment (P8)
 this is my first time engaging this new platform of learning (P13)
 I would much prefer face to face class than being in an online class (P15)
 it is very far from what we use to have in face to face learning because we
have limitations in the things we do in Google Classroom and a lot of
considerations in terms of availability of time and internet connection(P17)
 we need real time discussions with our professors; (P18)
 It is very different from face to face classes (P18)
Instructor Concerns
 teachers only post in the stream such as PDFs and videos on YouTube without discussions
(P4)
 instructors only give us power point presentations to read and understand by ourselves (P8)
 instructors only upload reading materials without attaching a video discussion (P12)
 some of our professors will only send PDF files or links on YouTube for us to watch and
comprehend by ourselves (P18)
Poor means of
communication
 teachers’ comments are sometimes can’t be seen or read because there is no
notification (P2) (P8)
 one-way form of communication; you can’t ask question after the discussion
(P1)
 lack of interaction and we are just left with assignments (P15)

22. *

23. Online Tasks Challenges Proposed Measures
Group work/
Pair work
 Difficulty in completing activities,
particularly by group, because they don’t have the
same time frame and slow internet connection
which makes communication difficult
 Building Communication (P
10,12,13,14,15, and 20)
 Teamwork/Collaboration (P 4, 6, 9, 13,
18, and 19)
Discussions
 Difficulty in understanding the
lesson because the teachers only give reading
materials without discussion. ( P2, 13, 17, 18, 19,
and 20)
 Students can’t join google meet discussions and
can’t access materials due to poor internet
connection ( P 1, 4, 5, 6, 7, 9, 10, 11, 12, and 15)c
 Looking for other materials/ resources (P
12)
 Making a pre-recorded video discussion
(for teachers) ( P6, 7, 12, 13, and 19)
Research Work
 Difficulty in gathering information
because of poor internet connection. ( P 4, 5, 10,
11, 14, and 15)
 Time Management ( P 4, 9, 14, and 16)
Quizzes and
Examinations
 Difficulty in answering due to poor
internet connection. ( P 2, 4, 5, 7, 8, 9,
10, 12, 13, 15, 16, 19 and 20)
 Study beforehand (P 2, 4, 6, 7, 8, 9, 13,
14, 17, and 18)
 Find a location with stable internet access
(P12)
Performance Tasks
 Difficulty in reaching out to the
other members (if the performance tasks are
by group) because some are not responsible for
their responsibilities. (P 13)
 Difficulty in attaching the tasks (video
tasks) due to poor internet connection. ( P 2, 4,
10, 11, 12, 20)
 Time Management (P 9, 10, 14, and 19)
 Avoid procrastination ( P 2, 5, 6, 7, 8,
and 13)

25. *
Based on the findings of the study, the following conclusions are thereby
drawn.
Data revealed that all students use
cellphones more often than other devices
to access Google Classroom.
While it would be most favorable to access online classes using laptops or
tablets, the participants do not have the luxury of using these gadgets as these
are not available for them for some reasons.
The inavailability of appropriate gadgets could be a hindrance to enjoying
the benefits of online learning to the fullest.

26. The results of this study, also show that the students are flexible
enough to use some strategies that would help address the
challenges they encountered.
While most of the measures are for them to apply for themselves,
students propose that teachers make
pre-recorded videos for them to
understand the lessons better.
This clearly shows that the teaching
presence of the teachers are really
important in the classroom, much more in the
online learning modality.
*