Lyza Jane S. Agoncillo | Jamby M. Baldago | Axis Ericson L. Terrado
School of Teacher Education and Liberal Arts
ABSTRACT
Online learning might stay even if the pandemic is under control. Institutions might even continue using it to offer education to students. Thus, as early as now, students’ difficulties in online learning should be adequately addressed so that these problems will not be carried over in the following academic years. This study aimed to determine the challenges encountered by UB Teacher Education students in online learning. It also intended to explore the factors that make online learning difficult and the students’ experiences in online learning. The findings can serve as feedback on the effectiveness and competence of the university’s online learning program. Quantitative and qualitative data were collected concurrently through the convergent parallel design. The survey respondents consisted of 158 students selected through quota sampling, while 15 participants for the interview were determined through purposive sampling. Too much workload was the main academic challenge faced by students in the teaching-learning process. Difficulties in physical health and power interruption were found as barriers that make online learning difficult for students. Also, students’ experiences were influential in their future participation in online learning. Hence, providing support through programs, retrofitting content and assessment suitable for online classes, and active teachers’ presence can improve the online learning environment.
Keywords: online learning, barriers, academic challenges, teacher education, pandemic
