Exploring The Experiences of Graduate School Students On Online Classes

Volume 7, Issue 4, April – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Exploring the Experiences of Graduate School

Students on Online Classes
Mary Grace P. Torentera
Francisco M. Espinosa, EdD
Jeannet E. Canda, EdD
Ramon Magsaysay Memorial Colleges, Graduate School
General Santos City, Philippines
Abstract:- We have investigated what it takes to help the notes or assignments forgotten. Students can also ask the
students get interested in an online course built with Teacher for extra assistance when they do not comprehend a
educators and education researchers in mind based on lesson. The learners will still be able to keep up with new notes
student reflections and testimonies. The purpose of this and assignments; whereas in an online learning environment,
study is to tell and retell the experiences of Graduate they can complete their projects at home on their own time, but
School Students in Online Class. A qualitative narrative they need to comply on the due date (Summers, Waigandt, &
approach using in-depth interview and focus group Whittaker, 2015; Simonson, Zvacek & Smaldino, 2019;
discussion were conducted to five students of the Marquez, Villanueva, Solarte, & Garcia, 2016; Trinder,
Graduate School of Ramon Magsaysay Memorial 2017).
Colleges. There were three themes that emerged as
experienced by the Graduate School students who are In digitally advanced countries, online learning may be
having an online class, namely: mindfulness in beneficial. However, in the Philippines, many learning and
embracing the new normal, teamwork, and workable teaching, and administrative activities of academic
setting. The participants of the study had different institutions are handled manually. Lack of access to fast,
approaches in coping with the consequences and inexpensive, and reliable internet influences hinder online
challenges brought by online class: no network coverage, learning, especially for those living in the rural and
poor internet connections, technical interruption and marginalized societies in the country. Students who access
fatigue. They agreed that online classes bring flexibility, the internet through smartphones cannot take advantage of
reduced cost and comfortable home learning online learning, because many online contents are not
environment. accessible via smartphones (Basilaia & Kvavadze, 2020;
Vergés Bausili, 2018; Adnan & Anwar, 2020).
Keywords:- Educational management, experiences, new
normal, teamwork, poor internet connection, online classes, A few recent research studies have discovered the
Philippines. challenges and opportunities associated with e-learning
during the pandemics. Investigators are trying to explore the
I. INTRODUCTION advantages and challenges of current e-learning initiatives
from the perspective of various stakeholders. This research
The World Health Organization (WHO) opened investigatedthe students’ opinions regarding online learning
COVID-19 as a global public health emergency of to inspect the difficulties faced by the pupils. More
international concern on January 30, 2020, and a pandemic researches are needed to discover the challenges of utilizing
on March 11, 2020. In many undertakings of everyday life, e-learning that hinders students from achieving their
COVID-19 has had a severe impact on students, instructors, learning goals. It also suggested that future research studies
and educational organizations around the globe. The should investigate the quality of learning online (Mailizar et
pandemic caused schools, colleges, and universities al., 2020; Choudhury & Pattnaik, 2020; Queiros & de
worldwide to shut down their campuses so that students Villiers, 2016; Basilaia & Kvavadze, 2020).
could follow social distancing measures (Cucinotta &
Vanelli, 2020; Mailizar, Almanthari, & Bruce, 2020; A. Statement of the Problem
Toquero, 2020). Studying learners’ narrative stories would benefit the
learners who experienced online learning. It is essential to
Learning can take place in an old-style classroom setting begin to uncover students’ experiences with online learning,
and online. Although these are both methods of educating because doing so can help to show effective online practices,
students, some differences benefit the specific learner. In a students’ perceptions of online learning, and student
conventional classroom setting, students’ learning happens, satisfaction in the online environment. All of these can
and the teacher provides face-to-face instructional learning to provide information about the weather students will likely
students. Learners can also connect face to face with the continue to accept online delivery of instruction and factors
teacher and other students in the classroom. On the other hand, that will influence their persistence and retention in these
online education takes courses through a platform where courses. In particular, I plan to accomplish the following
teachers and students interact or communicate virtually. It may objectives: (1) identify qualitative studies that have
occur in a video chat room, virtual learning class, emails, investigated students’ experiences in online courses; (2)
digital telecommunications, etc. If a student misses a lesson in extract findings from these studies; (3) synthesize findings
the traditional classroom, they could ask the teacher or for into a new whole and (4) highlight the challenges and
IJISRT22APR1419 www.ijisrt.com 1111

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obstacles of online learning faced by higher education pandemic has encouraged innovative approaches to
students in the Philippines. education. Educational organizations worldwide are turning
to online learning platforms to continue educating the
Today, the challenges and responsibilities faced by students. The new normal is a modified educational concept,
these schools have led to an initiative to care for the learners with online learning at its heart. Students and universities
in an online class. The researcher conducted this research to worldwide now use digital learning as a crucial resource
realize the continuous improvement and to better serve the (Berwick, 2020; Gros, & García-Peñalvo, 2016; Torda,
learners in an online course. The researcher is a student of 2020; Bozkurt, & Sharma, 2020).
Ramon Magsaysay Memorial Colleges, assigned in an area
with no stable network connections. Most of the students The study is dependent on the ability of the five
enrolled in their master’s degree are having their online participants to describe their experiences and to answer the
classes. interview questions. The informants have varied degrees of
In this context, the researcher is interested in knowledge and distressing backgrounds, and therefore, it is
knowing the experiences of these students who have an subjective. Since the administrative permission is necessary
online class at Ramon Magsaysay Memorial Colleges - to gain access, the informants were informed of the study's
Graduate School Department. It concerns on graduate school purpose. In finding out what the students stated during the
students who have online courses. interview, avoid negative public perception, and
pseudonyms must be used to protect their identities.
B. Purpose Statement
This qualitative narrative study aimed to tell and retell We may have been entirely in-cognizant of certain
the students’ stories in these online courses through a prior beliefs as well as their influence on our perspective.
synthesis of existing evidences. It involved the graduate We may have heard from my informants what we wanted to
school students who are studying through online classes at hear and to interpret their remarks to get the outcomes we
Ramon Magsaysay Memorial Colleges, for the school year sought. I am the one collecting data for this study, there are
2019 - 2020. This study recorded and highlighted the no questions that our personal bias may be present to some
narrative stories of students taking an online class at Ramon degrees in every stage of this study. The informants’
Magsaysay Memorial Colleges, including their online thoughts and ideas were far more substantial than mine, and
experiences, the network connectivity in their areas, their voices resonated out.
participation in their online course, and the success of online
learning. The study was based on open-ended questions through
one-on-one in-depth interviews. There were five informants
Furthermore, the researcher tried to let the study for the in-depth interviews; the investigation results may not
participants tell and retell their experiences. The researcher be generalized to the other regions of the country. This study
listened to the stories they shared. Finally, in this study, the is descriptive in its investigation.
intention is to work closely, listen and grasp the stories as
unveiled by the online learners of Ramon Magsaysay Technology enables a more consistently abstract mode
Memorial Colleges Graduate School Department. of engagement with the world. It allows social addition to
shifting from face-to-face communication to more
C. Research Question: disembodied forms of communication, so the participants in
How do the participants’ experiences in online class be the online environment can engage separately with one
described? another presence (co-presence). Therefore, Cooper
emphasized that though technology can make social
D. Significance of the Study relations more abstract, the physical disconnection
This study would benefit the administrators and simultaneously can make for more close connections. I will
professors to understand the situation of the graduate school employ the theoretical framework to help us interpret our
students who have online classes to integrate them socially data and develop the themes (Peng, Sergis, Wang, &
and professionally. The study sees the factors that determine Sampson, 2017; Chun, Kern, & Smith, 2016).
the students’ behavior in online courses. The study uses a
qualitative approach and applies the following methods of II. PROCEDURES
research: interview, observation, and file analysis. I
interviewed five students in the Graduate School Program of In presenting the flow of the study, I organized the
Ramon Magsaysay Memorial Colleges who have online ideas and different concepts accordingly. Each part has its
classes. corresponding views to be discussed. The readers will be
able to comprehend the details since they are presented
E. Delimitations and Limitations clearly. This study is organized into three sections.
The study involved only five graduate school students of
Ramon Magsaysay Memorial Colleges with an online Section 1 introduces the problem and phenomenon to
course. Purposive sampling was used in choosing the five be studied. This chapter emphasizes the importance of the
subjects of the study, such that they all have an online class study. It explains what has been researched in the past and
since the new normal setting started. The term new normal recent times and shows the gaps identified in the existing
has become one of the most commonly used words in the research. It is followed by the discussion of the researcher’s
pandemic aftermath. The rising use of online learning tools purpose of the study, which aims to describe the online
has become the new normal in education. The COVID-19

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experiences of the students in taking their master’s degree, and judgment, to a realm of pure phenomena. Thus, the
especially in this pandemic time. essence of the phenomena allowed the experience to surface.
The participants’ own words were used through data
Next, is the presentation of the research questions analysis and narrative description. The process of bracketing
utilized for the interview of the participants. It's also critical was employed through the study. To fully grasp the personal
to have a firm grasp of the words. Thus, crucial terms in the experiences and opinions, the phenomena was examined and
study are operationally defined. The last part of this chapter scrutinized through the subjective eyes of the participants. It
is the delimitation and limitation of the study. There is also focused on the subjectivity of reality and continually
the presentation of the participants of the study. The pointing out the need to understand how humans view
weaknesses and validity of the study are also presented in themselves. The world around them, and in the procedure,
this section. the researcher set aside the participants’ experiences,
identifying their essence (Creswell, 2017; Weger &
Section 2 discusses the design and methodology used Wagemann, 2015; Moser, A., & Korstjens, 2018).
in the study, including the research design, research site, and
purposeful sampling, data analysis procedures, researcher’s Nonetheless, qualitative data sources included
role and potential ethical issues, and methods of validation: interviews, observations, and documents, emphasizing two
trustworthiness which explains the four criteria such as ways of collecting the data if one wanted information about
credibility, transferability, dependability and conformability the lived knowledge of a phenomenon from another person.
and lastly, the ethical considerations of the study. The traditional face-to-face interview and the written
account of the incident could nonetheless be broken down
Section 3 includes the literature and other research quickly by statistical software. In this study, I used specific
studies related to the main problem that support the study’s methodologies such as in-depth interviews and note-taking,
need. Topics addressed in the review include E-Learning giving much attention to the details and importance of the
concepts about learning outcome, student’s satisfaction, expressive content to open up an array of human
engagement, and the efficacy of online learning courses— experiences of the subjects involved in the process. In
the experiences of the students having their online class, phenomenological research, the goal of a research interview
especially in internet connectivity, and their virtual is to describe the knowledge that a participant has
experiences. experienced as feasible (Suter, 2015; Van Manen, 2016;
A. Qualitative Methodology and Design Burtt, E. 2020; Vaidya & Fellows, 2015).
The narrative approach research collects and tells a story Writers from numerous fields of Social Science studies
or stories (in detail). I write narratives about the experiences claim it, including education. Several trends have
of individuals, describe life experiences, and discuss the influenced its development within the field of education.
meaning of the knowledge with the individuals. Usually, a Three factors that influenced development were suggested
narrative research design is focused on studying a person. by Cortazzi (2015): 1) an increased emphasis on teacher
The researcher develops the individual’s stories instead of a reflection; 2) more emphasis placed on teachers’ knowledge.
community. 3) educators seek to bring teachers’ voices to the forefront
It is a suitable instrument for my study, wherein I need by empowering teachers to talk about their experiences
to envision and explore the actual experiences of my (Creswell, 2017; Prain & Hand, 2016; Cortazzi, 2015).
participants who have perceived the dynamics or factors of In this study, the researcher classified themes of the
an online class of the Graduate School Students of Ramon phenomena with five informants for in-depth interviews.
Magsaysay Memorial Colleges. In narrative research, According to Creswell (2017), in qualitative research such
bracketing is applied to minimize presuppositions to prevent as narrative, it is recommended that for in-depth discussions,
potential harmful effects of beliefs that may affect the the researcher could interview 5 participants who had
research process, thereby educating the precision of the experienced the online class to achieve the goal.
research study. The researcher must be attentive at all times, Nevertheless, sample sizes of 3 to15 are adequate, provided
be aware of her views and the pre-existing beliefs of the that the participants gave detailed descriptions of the
study, set aside her prior knowledge and involvements to phenomena.
fully capture the experiences being told by the participants
with an awareness (Taylor, 2015). In leading this qualitative B. Research Site and Purposeful Samples
study, I am interested in knowing how things happened and This kind of research captures the critical phenomenon
how the individuals interpret their experiences and find of the students who have online classes in the Graduate
meaning in these experiences (Castillo & Clores, 2015; School. Since this study has a particular meaning for the
Taylor, 2015; Dimaggio & Lysaker, 2015). researcher as a student of the department, as a teacher in the
public school, conducting this study augmented the focal
It followed a chronology, and the researcher point of the students.
transcribed it. The writer wrote it in a practical, literary form
using a qualitative approach. The researcher sought out data I first identified the study participants and invited them
through interviews, family stories, journals, field notes, to be part of this professional endeavor. The data were
letters, autobiography, discussions, photos, and other collected through an in-depth interview with all the five
artifacts. Through narrative reduction, the researcher simply students having online classes, with the assistance of a
reduced the realm from naturally perceived, with all biases

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colleague who took notes during the interviews and served contribution to this study could make a difference in their
as one of our independent readers and analysts. I analyzed lives as students having online classes.
the gathered data from the audio recordings of the
interviews. After that, we ended up with the same findings. I C. Data Analyses Procedures
used the expertise of a professional data analyst for data In the collection of data of the study, the following
analysis and interpretation and, after that, formed our process was observed: in-depth interview with the study
insights. informants.
Before the conduct of our study, the informants were Before conducting the actual in-depth interview, I
identified. The identified informants were the students in the made clear that ethical considerations were observed
Graduate School of Ramon Magsaysay Memorial Colleges correctly. I took these fundamental principles of ethical
who are having their online classes. Purposive sampling was issues considered in any research study: consent and
used to determine the participants based on a pre-determined confidentiality (Bloom and Crabtre, 2016; Bricki and Green,
criterion of the research study. In this case, they were 25 to 2017; Kaiser 2019; Mack, 2015). Since establishing rapport
35 years old, Teacher I position, with three to ten years of is essential in an interview, a preliminary meeting with the
teaching experience, first and the second year in the participants was made. I explained the details of the study,
Graduate School studies, residing at different places in which made the participants understand that everything
Region XII. I asked some referrals who could be the would be done in confidentiality. After gaining their trust,
informants in this study. After contacting these prospects, I the participants were asked to sign a written consent.
explained to them the drive of this study and they agreed to Rapport includes trust and respect for the interviewees and
participate (Saunders, 2015). the information they shared. It is essential to provide them
with a safe and comfortable environment for sharing their
To obtain excellence of qualitative research, personal experiences. I assured them that the interview will
considerable numbers of participants were selected, with be in a quiet room with privacy and away from distractions
five informants for the in-depth interview. The participants to comply with this requirement (Bloom 2016; Bricki and
were already substantial and adequate to provide credible Green, 2017; Kaiser 2019; Mack, 2015).
information and significant results and findings. With due
consideration, Creswell (2016) suggested that the researcher An in-depth interview was undertaken to gather
may adopt 5 to 25 people who had been through the same information from the study informants. An in-depth
phenomenon for an in-depth interview. It stated that in interview is a technique designed to elicit a vivid picture of
qualitative research, the researcher seeks knowledge by the participant’s perspective on the research topic. It is more
profoundly getting into the core of the experience, to look than just a method to understand the participants’
for the essence of a phenomenon, not “how many” people experiences. It also goes deeper into their thoughts and
have experienced such phenomena. Furthermore, important behavior, listening to their inner voice to explore new issues.
figures in the development of Psychology such as Freud, The researcher listened to the respondents’ descriptions and
Piaget, and Skinner built their theories based on research, then repetitively reviewed and considered the information as
including only a minimal number of subjects without relying they were transcribed through the interview process. This
on statistical analysis. (Creswell 2016; Englander 2015; strategy required time and space to draw portions of
Coleman, G. 2015; Richelle, 2016). experienced and insights from the informants. The
participants felt comfortable during the interview. It is
Before the actual interviews, as the researcher, I met essential to closely internalize what the informants would
some of the participants and informants, I had a little chat share, particularly on the problems encountered and the
with them to gain their trust and confidence and develop coping mechanisms they adapted.
camaraderie. It was also an opportunity to explain the
purpose of the study, the importance of their role in In the process of in-depth interviews, the participants
consequence of the research study, address their questions were asked if they can write their responses in as much as
and concerns, review some ethical considerations, and there was a survey questionnaire prepared in this special
complete the consent forms. It was also an excellent chance event. During the interviews, there might have been
to review the research questions with the participants. In this instances those specific details were inadequately expressed
way, they would have the time to ponder their experiences or missed out because the informants were inarticulate or
before the actual in-depth interview. It is essential in they are not well-equipped to communicate with people. It
qualitative research because establishing good rapport end might have created misconception and ambiguity. If
empathy is critical to develop a positive relationship during necessary, questions should not be repeated (Bloom and
in-depth interviews and, consequentially, gain in depth Crabtree, 2016) and confirmed with these participants about
information, particularly on the issues where the participants their answers to the questions to grasp the information they
have personal experiences. provided. The researcher should be flexible and should
adjust to the interviewees’ moods in every instance. Note-
I emphasized to them that they might encounter taking was applied to ensure that all the data were
problems along the way. Still, the study’s outcome would be documented thoroughly and no crucial details were missed
very relevant in solving the negative influence of peers (Fink, A. 2015; Gutsche Jr, 2015; Bensley & Lilienfeld,
related to school attainment, which most people are not 2015; Bloom and Crabtree, 2016).
aware that the problem exists. It was emphasized that their

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Relevant data were collected through audio recordings from another independent reader and analyst. I analyzed the
of interviews since audio or video recording improves the gathered data from the audio recordings of the interviews.
accuracy of the content shared in-depth discussion and the After that, I ended up with the same findings. I used the
speaker’s intonations with the participants in a private expertise of a professional data analyst for data analysis and
location either in their respective private schoolroom. This interpretation and, after that, formed our insights.
audio recording of the interviews was transcribed verbatim
and were checked by the participants for confirmation if In every data gathered, the analysis followed. I tried to
everything was taken. Confidentiality was observed in all break down all the information collected to understand
sessions and the respondents, were consistently addressed better every element that would be placed in its respective
with pseudonyms to conceal their real identity. To have a order to explain its meaning. As pointed out, the data
constant flow during the in-depth interview, the researcher analysis in a research study involves summarizing the mass
prepared open-ended research questions as indicated in the of data collected and presenting the results to communicate
interview guide and informed them that there could be the essential features. Data were analyzed using a method
additional questions aside from the interview guide. They that includes data reduction, data display, conclusion
might think of necessary insights to the study. This drawing, and verification. Qualitative content analysis is any
promoted trust and openness with my participants. qualitative material attempting to identify core consistencies
and meanings (La Porte, 2015; Neale, 2016).
In summary, during the data collection, the principles
of listening were observed. It gave freedom for the E. Methods of Validation
participants to unveil their feelings, especially those who A technique called participant validation may also be
were first year and second year with their peer group. used to assess the validity of qualitative research. This
Sympathy was shown to the participants when they shared technique includes testing initial results with the participants
their experiences. Of course, during their revelation, some to see if they still ring true. Although the study has been
issues were clarified. It was done in a good way so that interpreted and shortened, the participants must still
when it is being asked again, it will be done to win the trust recognize the results as authentic and, at this phase, may
I desired. even be able to refine their understanding.
The participants were asked to sign in the certificate of To establish validity is to actively seek other
consent that all the equipment like audio-tapes will be used explanations to what appear to be the research results. I
in the study with the assurance that the details in the would be able to exclude different scenarios, to strengthen
interview will be held in its highest level of confidentiality. the validity of the findings. Related to this technique is
The researcher strengthened the participant’s trust and requesting queries in an inverse format. While the
confidence. All the recorded tapes were played to determine techniques to establish validity in qualitative research may
their answers to the questions asked. They were asked if seem less real and defined than in some of the other
they wish to delete any details for their recorded answers. scientific disciplines, robust research techniques will, indeed
Even the notes recorded were shown to them for scrutiny assure an appropriate level of validity in qualitative
and affirmation. research.
With all the confidence and trust that focused on the Data from transcriptions were abstracted, vital data
field of interest (telling the story), equipped with the were deleted, and the content is transformed into an easily
essential knowledge and skills in conducting interviews, readable stuff. This pairing and shelving of data are often
group discussions, and note-taking, I remain to be objective. termed thematic analysis, sorting, and categorizing. With
I hoped that conducting this research would be a success. data reduction, a professional data analyst employed the
The participants were expected to cooperate and offer their expertise for data analysis. The process will help me manage
full support in this endeavor with respect afforded to them. and handle the data, particularly with the sorting and
organizing large volumes of qualitative data, retrieving, and
D. Ethical Considerations locating words and phrases. The data were consolidated and
I took this kind of research to capture the critical manageable after being sorted and categorized (Chen,
narrative of undergraduate students experiencing online Hoople, Ledwith, Burlingame, Bush, & Scott, 2020;
classes. Since this study has a personal sense to me, being a Loebbecke &Picot, 2015; Luo & Timothy, 2017).
teacher in a public school. I conducted this study augmented
the focal point of online class students to attain their voices Drawing conclusion and verification are the last steps
and freedom more meaningful on the positive and negative of qualitative analysis. It involved going back to consider
influences of their peers. what the analyzed data mean and assessing their aftermaths
for the questions at pointer while verification, integrally
As a researcher, I first identified the study participants linked to conclusion drawing, compulsory revisiting the data
and invited them to be part of this professional endeavor. I as many times as essential to cross-check or confirm these
collected the data by having in-depth interviews with all the emergent conclusions. At this point, no definite judgments
five respondents of online class students. I conducted the were made, but rather, the data speak for themselves by the
interviews, with the assistance of a colleague who took notes emergence of conceptual groups and descriptive themes.
during the interviews and served as one of our self- These themes were usually implanted in constructing unified
governing readers and analysts. I also asked for the service ideas that make sense.

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If the findings of the different investigators arrive at interview with the assistance of a colleague who took notes
the same conclusion, then the researcher was confident that during the interviews and served as one of our independent
the result of the research study was reliable. Many different readers and analysts. I also asked for the service from
interpretations were considered before the researcher formed another independent reader and analyst. I analyzed the
a rational argument in the most obvious way possible so that gathered data from the audio recordings of the interviews.
others could judge the validity of the study. The researcher After that, I ended up with the same findings. I used the
assessed what data to include and exclude while reading the expertise of a professional data analyst for data analysis and
report. The written performance was clear, precise, correct interpretation and, after that, formed our insights.
identifying which information was a factual description or
plain personal view of the researcher. An exciting and III. FINDINGS
readable report provides sufficient explanation to allow the
reader to understand the basis for an interpretation necessary This chapter presents the experiences of the study
to enable the reader to understand the description participants, their insights and discernment, and the concepts
(Castleberry & Nolen, 2018; Siregar & Lisma, 2020; that emerged from the information gleaned through in-depth
Denecke & Deng, 2015). interviews and focused group discussions.
Therefore, in the data analysis, the consideration is in There are four parts presented in this chapter. Part 1
the particular experience that focuses on and is interested in reveals the information about the participants of this study.
peer relationships’ influence on school success. The Part 2 encompasses the data analysis and the categorization
gathered information from the participants through in-depth of the emergent themes developed from the result of the
interview, made it more comprehensive using group interviews. Part 3 deals with the general, typical, and variant
discussions and note-taking. The common perceptions were responses to the in-depth interview questions. Part 4
identified through expert consultants’ help with the summarizes the informants’ and participants’ responses.
participants’ approval of the texts or explanations.
A. Participants
In other words, as relived in the participants’ minds, Key informants. There were five critical participants in
their experiences, which were tape-recorded during the this study for an in-depth interview, who were all students of
interview sessions, were searched through each subject, Ramon Magsaysay Memorial College – Graduate School
especially their relevant statements appeared particularly Department. For confidentiality, the participants were given
meaningful to the participants in describing their pseudonyms. In this study, there were five main informants,
experiences about the phenomenon of interest. Then, the whose ages ranged from 25 to 35, Teacher I position, three
researcher clustered these statements into themes. These to ten years of teaching experiences, the second year in
were the aspects of the participants’ experiences they have Graduate School, and reside at the different places of Region
in common. They described the fundamental features of the XII.
knowledge that have been told by most of the participants in
the study. Through the purposive sampling method as suggested
by Mack et al. (2015), I was able to find more referrals and
Lastly, the data analysis investigated the essential recommendations made by them. Through the help of the
structure of the phenomenon about the dynamics of peer Graduate School office, data and information collection
groups that influence the school success by interviewing the became manageable. The association with my colleagues
participants who had experienced this phenomenon. In helped me gain their trust, which is necessary in collecting
addition, clarity of issues was enhanced using the focused personal data and in sharing their experiences with peer
group discussions and notes. Then, relevant statements were influence dynamics. Though some of them were anxious at
extracted and then clustered into themes. The themes first, they eventually felt comfortable with my assurance of
integrate into a narrative description of the phenomenon. confidentiality. They were very cooperative in answering
These things were consulted with the other experts to help each of my interview questions. Some of them felt relaxed
sort out ideas with the final agreement of each participant. in answering the interview, some were interested, and some
thru their facial expressions, I could infer that they were
F. Role of the Researcher and Potential Ethical Issues happy with their friends (Mack et al. 2015; Zambrana, Ray,
I took this kind of research to capture the critical story of Espino, Castro, Douthirt Cohen & Eliason, 2015; Liu, Luo,
the Graduate School students who have an online classis in Haase, Guo, Wang, Liu & Yang, 2020; Altun, S. 2015).
Ramon Magsaysay Memorial Colleges. This study has a
personal significance to me as a student of this college and a The interview took place in different places depending
public-school teacher. The main focus of this research is to on the participants’ preference, in the quiet area where they
get the opinions of the participants and be heard and to were assigned. I used a cellular phone as a recorder, one
better understand their peers' positive and negative laptop, and one camera, and my notebook to write down
influences. important notes and observations during the interview. I
asked an assistance of an Information Technology expert to
As a researcher, I first identified the study participants assist me for the note-taking, as recommended by Speziale
and invited them to be part of this professional endeavor. I and Carpenter (2017), using more than one person to collect
collected the data by having in-depth interviews with all the the data, thereby increasing its reliability (Gerber, Hayes &
five students who have online classes. I conducted this Bryant, 2019; Filipan, Boes, De Coensel, Lavandier,

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Delaitre, Domitrović & Botteldooren, 2017; Speziale & C. Categorization of Data
Carpenter, 2017). When the in-depth interview was accomplished, the
audio-tape recordings were immediately transcribed and
B. Individual Profiles translated into English (for those interviews in vernacular).
a) Participant 1 Three steps were undertaken during the data analysis, which
29 years old, a second-year Graduate School student include data reduction, data display, conclusion drawing,
of Ramon Magsaysay Memorial Colleges, taking and verification. In addition, qualitative content analysis is
Masters of Arts major in Educational Management. any qualitative data reduction and sense-making effort that
She has been in the service in the Department of receipts a large amount of qualitative material and attempts
Education for five years. She was first influenced by to classify core consistencies and meanings (Clark,
her colleagues to take a master’s degree and she Birkhead, Fernandez, & Egger, 2017; Zhang and
decided to enroll. She is now in her second-year, and Wildemuth, 2017; Prasad, 2019).
currently has an online class. She was assigned in one
of the remote areas of Glan, Sarangani Province Information reduction is the abstraction of data from
where the internet connection was hard to find. the transcripts, deleting unimportant data and transforming it
into an understandable material, easily understood by many.
b) Participant 2 This pairing and sieving of data are often termed thematic
She is 34 years old, second-year taking up Master of analysis, sorting, and categorizing. Through data reduction,
Arts major in Educational Management at Ramon particularly with sorting and organizing a large volume of
Magsaysay Memorial Colleges. She served the qualitative data, retrieving and finding words and phrases,
Department of Education for ten years and was not the data came out consolidated, manageable, and easier to
able to get promoted in her ten years in the service. handle after being sorted and categorized. We also sought
That is why she decided to take a master’s degree the help of an expert in data analysis (Namey et al., 2017;
since it is in online class. She is married and has two Paul 2006; Suter 2015; Barbaso, Cajes, Diocson & Daclan,
children. She is a working mother and at the same 2016).
time she was taking her master’s degree because she
was encouraged by her husband so that she will be The second step was data display which is the
able to get a promotion. organization of data and showing it in the form of graphic
organizers such as a table or matrix that would enable the
c) Participant 3 viewer to draw his conclusion. It is one step outside data
She is 31 years old, a second-year taking a Master of reduction, showing the data in an arranged and orderly
Arts major in Educational Management at Ramon manner, clear presentation of the interrelationship of bits of
Magsaysay Memorial Colleges. She has been in the information readily available to the viewer. At this stage,
Department of Education for five years now. She other higher-order categories came out beyond those
decided to enroll in a master’s degree due to the discovered during the first step of data reduction (Namey et
influence of peers and for promotion in the future. al., 2017; Paul2016; Suter 2015).
She is also a teacher leader who wants to lead her
colleagues to have a good future in the Department of Drawing conclusion drawing and verification are the
Education. She likes to be a a model to everybody last steps in the quantitative analysis. It involves going back
that every teacher should be well equipped in her to consider what the analyzed data mean and to assess their
profession. aftermaths for the questions at hand while confirmation,
integrally linked to conclusion drawing, compulsory
d) Participant 4 revisiting the data as many times as essential to cross-check
She is 35 years old, a second-year student of Ramon or verify these emergent conclusions. At this point, no
Magsaysay Memorial Colleges. She is taking Master definitive judgments were complete, but rather, the
of Arts major in Educational Management. She information was allowed to speak for itself by the
works in the Department of Education for five years emergence of conceptual groups and descriptive themes.
and is still in the Teacher one position. She likes to These themes are implanted in the structure of
get promoted and become a school head someday. interconnected ideas that make sense. The researcher then
She wants to learn more about the duties and interpreted the conceptual framework concerning the related
responsibilities of a school head because she likes to literature on the subject to explain, with theory the narrative
become one. story (Angus, & Hassani-Mahmooei, 2015; Paul, 2016;
McHoul, McHoul & Grace, 2015; Winter, 2015).
e) Participant 5
She is 28 years old, a second-year student of Ramon I considered many different interpretations and formed
Magsaysay Memorial Colleges taking a Master of a rational argument. When evaluating the report, I thought
Arts major in Educational Management. She has been about what data to include and what information to discard.
working for the Department of Education for five The interpretation was written clearly, precisely, and
years. Because it inspired her, the participant chose to correctly identifying which data is the researcher’s factual
pursue a master’s degree. description or plain personal view. An exciting and readable
report provides sufficient illumination to allow the reader to
understand the basis for an interpretation. The interpretation

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is necessary to enable the reader to understand the Participant 4 recalled that you should know how to
description” (Griffiths & McLeod, 2008; Zhang & manage your time and sacrifice the usual things before.
Wildemuth, 2017). You must have your internet
connections and gadgets, you
D. Analysis of the Themes should have a time management,
 How do the participants begin the journey in online sacrifice my usual doing. You
classes? should be emotionally ready
The researcher facilitated the generation of comprehensive when taking class. (Participant 4,
discussion for the above research problem. The following Line No. 408 – 410).
questions were asked during the in-depth interviews: What
did you do at the beginning of the class? What are gadgets Participant 2 narrated the preparation
did you use in the online course? How do you prepare for shedid in her online class.
your online class? What are the preparations you make
before the start of your online class? Every time I have an online class, I
wake up early since I have to walk
The themes aided in determining which core ideas to distantly to reach the place that has an
report. The emergent themes are described as Mindfulness in internet connection bringing my lunch
Embracing the New Normal. box and water. Most importantly the
_________________________________________ gadgets or things to be needed in my
Cluster Themes Emergent Themes online classes. (Participant 2, Line No.
I. Beginning the Journey in Online 1 3 5 – 1 3 8 )
Classes
Participant 3 mentioned that she needs a laptop and cell
A.Mindfulness in Embracing New Normal
phone in her online class.
1. Have internet connection 1. Mindfulness
Laptop and cell phones, laptop to present
2. Wake up early
my report or presentation. The cell phone
3. Have laptop and cell phones
will be used for chatting classmates.
4. Know how to use different gadgets 2. Embracing
(Participant 3, Line No. 287 – 288).
the new normal
5. In line yourself in different technology F. Embracing the New Normal
6. Anticipate the things that will be going 3. Weary of The second cluster theme under beginning the journey in
Unexpected online class is embracing the new normal. It has emergent
to happen themes based on the responses, categorized as mindful in
Interruptions welcoming the new normal.
7. Exhausted and Weary
Table 1: The participants beginning the journey in online Embracing the new normal is adjusting to the new
class normal in your way. The situation is inexact, and it is okay
to yield the steps you need to adopt the new way of life. Life
E. Mindfulness adjustments can be complicated and can bring on various
The first cluster theme under beginning the journey in online experiences and emotions. Making the change to a new
class is mindfulness. It has emergent themes based on the normal requires agility and staying open-minded. COVID-
responses, categorized as mindfulness in embracing the new 19 has essentially changed how we live, work, and learn. It
normal. Mindfulness is present when they are in an online affects each feature of our daily lives, and this new normal
class. Most of the critical respondents describe their seemed to have changed almost immediately. We cannot
experiences as mindful because they need to prepare the resolve our difficulties with the same rationale, I used to
things they need for the online course. create them. Embracing the connected upside to this
knowledge scarcity will help the community think about
The quality or rationale of being aware of something is applying education in the new normal (Buheji, 2020;
viewed from the lens of Creswell (2017). Mindfulness Davison, Camões-Costa & Clark, 2019; Huffington, 2016).
interventions aim to foster more significant attention to and
awareness of present moment experience. Moreover, Participant 5 expressed that he was knowledgeable on
according to the Siegel (2019) throughout history, human the use of the new technology.
existences have sought to discover the causes of sorrow and As a 21st century teacher I already
the means to ease it. Sooner or later, we all ask similar know how to use different gadgets.
questions: Why am I not feelingbetter? What can I do about (Participant 5, Line No. 565 – 566
it? Researchers who inhabited a physical body inevitably
reveal us to pain. Thus, Baer (2013) mindfulness involves Participant 4 recalled his experiences that he should be
intentionally bringing one’s attention to the internal and in line with the new technology.
external experiences occurring in the present instant and is You have to inline yourself in where
often taught through various meditation exercises (Creswell, you supposed to be in a different
2017, Siegel, 2019, Baer, 2013). way… Go with what are the new
technology has to offer. (Participant
4, Line No. 433 – 434)

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G. Weary of Unexpected Interruptions The theme was determined as follow: Teamwork.
_____________________________________
The third cluster theme under the beginning of the journey Cluster Themes Emergent Themes
in online class is wary of unexpected interruptions. It has
II. Describe their Experiences in Online
emergent themes based on the responses, categorized as
Class
mindfulness in embracing the new normal. There were
A. Teamwork
interruptions in the class especially when the internet
1. Work together as one 1. Synergy
connection lag in the middle of the presentations. 2. Collaborate
The sudden switch from classes to screens leaves many 4. Sharing of ideas 2. Open
learners the fear of lagging. These adolescents and early
communication
adults are trying their best to cope with this suddenchange in
5. Sending assignments and activities
their lives, and they share changes stresses due to this
pandemic. Inevitably, students in the universities and Table 2: The participants describe their experiences in
colleges across the world face unexpected challenges. In online class
addition, the students experienced uncertainty and H. Synergy
suddendisruption (Camacho-Zuñiga, 2021; Ehrenreich, The first cluster theme under the experiences in online
2020; Khattar, 2020). classes is synergy. It has emergent themes based on the
Participant 5 mentioned that she needs to adjust and responses, categorized as teamwork. Most graduate school
students who have online classes work together with their
anticipate what would happen while the online class is on.
classmates. The interaction or assistance of two or more
I hate it but I need to adjust. I need organizations, substances, or other agents produce a
to anticipate the things that will combined effect which is more important than the sum of
going to happen in our class. their particular products. It is posited that both individual
(Participant 5, Line No. 573 – 574). and class-level are relevant to understanding how online
learningoccurs, a true community of inquiry, the actions of
Participant 1 said it was exhausting, especially when many members together create a synergy. They made a
the connection was interrupted. synergy when leadership education is adapted to the online
Exhausted and irritated because you environment anddescribed effective implementation
will be left behind in my class. strategies for instructors (Pezzani, Salehi, Vitalini, Iriti,
Especially during the schedule Zuñiga, Sharifi-Rad & Martins, 2019; Rubin, 2015; Cini,
presentation and report. Participant 2015).
1, Line No. 36 – 37).
Participant 4 shared his ideas about their collaboration
In general, the graduate school students taking an with their classmates.
online class were reminded at the start of their journey that We work together as one. We help
they needed to schedule their time and should have the each other in reminding them when
necessary gadgets for their classes. To overcome the we are not yet done with our task in a
epidemic, they must adopt the new mode of learning, certain subjects. We can all deliver
embracing the new normal. They become tired of being everything we have our throughout
interrupted unexpectedly due to a weak internet signal in gc. There is a professor that are not
their area that makes them wary of unexpected internet particular in attendance. (Participant
interruptions, especially during their presentation of reports. 4, Line No. 558 – 561).
 How do the participants describe their experiences Participant 2 said that they are actively participating.
during their online class? We work together with my classmates
To find out the experiences and the challenges of Graduate actively and collaboratively. (Participant 2,
School students on their online class as the respondents of Line No. 190)
this study, the following questions were asked during the in-
I. Open Communication
depth interviews: How do you cope with the loss of internet
The second cluster theme under the experiences in an
connectivity during your session? How do you manage the
online class is open communication. It has emergent themes
loss of internet connectivity during your session? How do
based on the responses categorized as teamwork. Open
your classmates help you in your online class?
communication is essential. It allows you to be more
engaged. Effective communication will lead everyone to be
on the goal, a personal value and unique definition of
success at any organization. Open communication is related
to job satisfaction, organizational performance, and role
clarity. The rationale was based on the idea that open
communication is one-dimensional phenomenon (Caron &
Light, 2016; Quirke, 2017; van Hoorn, 2017).

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Participant 1 said that they are sharing ideas. pictures of themselves and some period to reflect on their
Sharing of ideas, answers and welfares and backgrounds (Beck & Beck-Gershom, 2018;
updates (Participant 1, Line No. 75). Bennett, 2018).
Participant 4 said that they are helping each other. Participant 5 said that she would adjust to a new usual
My classmates send me links, way of learning as time goes by.
assignments and other activity of task Keep going because as times goes
that we need to be accomplished. by you can adjust the things that what
(Participant 4, Line No. 485 – 486) you are doing. (Participant 5, Line
Participant 3 said that they are interacting. No. 569 – 570).
Interactions with my classmates are
important because through them you Participant 4 said that it is normal to struggle today
will be updated of the happenings. with time. It goes by, and she will overcome it.
Theycan help you in your assignments Do not wait for tomorrow what you
andalso if youconnection is not good can do today. It is normal that they
theyare willing to give you struggle but they will just overcome
screenshots of thetopic being discuss, it as days goes by. (Participant 4, Line
and during reportingthey are willing No. 526 – 527)
to present your presentationif our K. Well – Informed
connection is not stable. (Participant The second cluster theme under the successful stories in
3,Line 318 320). online classes is well-informed. It has emergent themes,
Generally speaking, the participants describe their categorized as workable based on the responses.
experience in an online class as that they rely on their They were having or showing much knowledge about a
classmates for help with their tasks, resulting in a sense of wide range of subjects or about one particular issue.
synergy in their classes. They maintain open lines of the Therefore, for these lower-achieving students, any efforts on
message with their peers and lecturers, particularly during the part of the instructors to give more information about the
discussions. lessons is needed (Meyer, Kamens & Benavot, 2017;
Knoblauch & Chase, 2015; Svanum, 2016).
 How do the participants define their successful stories
in online classes? Participant 1 said that it is good to learn from my
To find out the success stories of graduate school students professors and classmates.
in an online class, the participants of this study come up I can enjoy in the same time you can
with themes. The themes are as Workable Setting. It has learn from your professors and
three emergent themes: challenging times, well–informed, classmates and improve your
and urges to learn more. personality because I’m trying my best
__________________________________ to do good at all time. (Participant 1,
Cluster Themes Emergent Themes Line No. 111 – 113).
III. Define their Successful Stories in
Online Classes Participant 3 said that it helped add the knowledge she
A.Workable setting needed to know about the educational system.
1. Can adjust things as time goes by1. Challenging times It helped me to add my knowledge
2. It is normal to struggle and can overcome and expertise to the things that I
it as days go by wanted to know. (Participant 3,
3. I learned from my professors and 2. Well - informed Line No. 389 – 390)
classmates
4. It helps me add my knowledge and L. Urges to Learn More
expertise The third cluster theme under the successful stories in
5. It bridges me to continue my dreams 3. Urges to online class urged the students to learn more. It has
learn more emergent themes based on the responses categorized as the
6. Develop my professional group workable setting. Urges to learn more is solid with—a
Table 3:The participants define their success stories in strong will, especially difficult or possible to control. Not to
online classes make blanket statements about millennial persevere
teachers, but rather to understand these more fully. Find out
J. Challenging Times what their students want to know more about their own
The first cluster theme under the successful stories in an experiences and optimism to learn (Victor, Scott, Stepp &
online class is challenging times. It has emergent themes, Goldstein, 2019; Clark & Byrnes, 2015).
categorized as workable based on the responses. It is normal Participant 2 said that she has a strong will to continue her
to struggle as long as it moves towards your dreams. The study.
Real Challenge is Motivation from a practical standpoint,
building a homepage is an easy and quick task for a teacher
to include at the beginning of an online class. Students need

ISSN No:-2456-2165
It bridge me to continue my dreams to discover the causes of suffering (Cresswell, 2017,
and plan to become a doctor of Siegel, 2019).
education. (Participant 2, Line No.
208–209) It means to alleviate it. Sooner or later, we all
ask similar questions: “Why am I not feelingbetter?
Participant 4 said that she would continue to study to What can I do about it? Living a physical body
develop herself. inevitably exposes us to pain. Thus, mindfulness
Through online class my masters involves intentionally bringing attention to the
degree urges me to continue internal and external experiences occurring in the
develop my professional growth. present moment and taught through various
(Participant 4, Line No. 482 – 483) meditation exercises (Grossman, 2015; Creswell,
2017; Siegel 2019; Baer, 2015).
Overall, Graduate School students who are having
online classes shared that it is exhausting and challenging to Considering the case of participant 4, she needs
adjust to their new environment, but they prefer to continue to attend her online class every Saturday. Participant
their studies. They seek assistance from their classmates, 2 narrated the preparation she did in her online class
who are continuously updated on their various activities. that she needed to wake up early to prepare food and
They stayed true to their aspirations since they wanted to water for her lunch, because she needs to walk for 30
learn and excel in their chosen field. minutes, to reach the area where there is an internet
connection or mobile signal.
IV. DISCUSSIONS
Similarly, Devine mentioned that she needs a
This chapter presents the findings, implications for laptop and cell phone in her online class to be used in
practice, and future research based on the themes developed her presentation and reports. Life adjustments can be
during the data analysis. This study has indicated its tricky and transport a wide range of experiences and
purpose of examining and narrating the experiences of emotions. Making the change to a new normal
graduate school students in online classes. It aims to go education requires agility and stay open-minded.
deeper into bringing about the feelings and insights of the COVID-19 has altered our way of life, work, and
participants to the surface and determine what concepts may education. It affects each feature of our daily lives,
be gleaned from the findings. and this new normal seemed to have changed almost
overnight. “We cannot solve our problems with the
Considering the nature of this study, I adopted and similar thinking we used to do.” Embracing the
employed the qualitative research method, precisely the connected upside to this knowledge scarcity will help
narrative approach, since it explains the meaning and the community think about applying education in the
structures. Also, the essence of the lived experiences of a new normal and perhaps. Consider the case of
person or group of people around a specific phenomenon is participant 4, that she is knowledgeable of the latest
through focusing on a concrete experiential account technology. Participant 3 recalled her experiences
grounded in everyday life (Christensen, Burke and Turner that she should be adept with the new technology
2015; Langdridge 2017). The study emergence of different (Davison, Camões-Costa & Clark, 2019; Pattnaik &
themes concerning the three main questions for the Jena, 2020; Ardebili,Naser Bakht, Bernstein,
phenomenon was made possible through the interviews Alazmani-Noodeh, Hakimi, & Ranjbar, 2021; Buheji,
conducted. Five graduate school students were interviewed 2020).
and asked to share their good and bad experiences in an
online class. The participants were chosen based on some Slow Internet connections or limited access
requirements, such as they must be graduate school students from homes in rural zones can contribute to pupils
of Ramon Magsaysay Memorial Colleges who are having an dropping behind intellectually. Enlightening setbacks
online course(Christensen, Burke and Turner 2015; can have significant impacts on academic
Langdridge 2017). achievement. These cases were reinforced by the
results of the study. Participant 3 embraces online
A. Major Findings education: exploring options for success and
After the in-depth interviews of the participants on their beginning to take a back seat to the new normal.
implementation of Positive discipline. Risk-taking behavior is a consistent trait in online
education, which is true to all students. Participant 3
a) The Beginning Experience of Graduate School said that she encountered a poor internet connection,
Students in Online Class which interrupted during her presentation of her
Mindfulness in Embracing the New Normal. The report (Robinson, 2017).
quality or state of being aware of something. It was
viewed from the lens of Creswell (2017). The sudden switch from classes to screens
Mindfulness interventions aim to foster more leaves many learners the fear of lagging. These
significant attention to and awareness of present young adults are trying their best to cope with the
moment experience. Moreover, studies of Siegel sudden changes in their lives, and there a lot of
(2019) throughout history, human beings have sought changes that cause stress due the pandemic.

ISSN No:-2456-2165
Inevitably, students in universities and colleges Open communication is related to job satisfaction,
across the world face unexpected challenges. In organizational performance, and role clarity. This
addition, the students experienced uncertainty and logic was on the assumption that open
sudden disruption. The case of participant 5 communication is one-dimensional construct.
mentioned that she needed to adjust and anticipate Participant 2 said they are sharing ideas and updating
the things that would happen while the online class is their classmates about the news, especially in their
ongoing. Participant 1 said that it was exhausting, area where there is no network coverage. In the same
especially when the connection was interrupted manner, Participant 4 said they help each other with
(Ehrenreich, 2020; Khattar, 2020; Camacho-Zuñiga, their assignments and other school requirements.
2021; Milton, Martin, & Melham, 2016).
c) The Successful stories of Graduate School Students
b) The Middle Experience of Graduate School Students in Online Class
on Online Class Workable Setting. Capable of or suitable for the
Teamwork. The interaction or assistance of two or work. Learning at your own pace helps you feel
more governments, materials, or other agents better. The engaged teacher who has constructed a
produces a combined result more significant than the real and workable course is perceived to most
sum of their particular products. It posits that both students as a variable in online learning. Participant 2
individuals and class-level are relevant to understand said that online class is convenient because you can
how online learning occurs, a true community of do your style anytime and anywhere. Participant 1
inquiry, the actions of many members together create confirms that online course is not time-consuming
a synergy. The synergy can develop when leadership (Gilbert, 2015; La Pointe, 2018).
in education is adapted to the online environment and
describes effective implementation strategies for It is normal to struggle as long as it moves
instructors. Participant 3 said they share ideas and towards your dreams. The Real Challenge Is
collaborate with their peers and classmates. Motivation. From a practical standpoint, building a
Participant 5 said that they actively participate and homepage is an easy and quick task for a teacher to
work together with their classmates (Pezzani, Salehi, include at the commencement of an online class.
Vitalini, Iriti, Zuñiga, Sharifi-Rad & Martins, 2019; Students need pictures of them and time to reflect on
Rubin, 2015; Cini, 2015) their welfares and circumstances. Participant 5 said
that she would adjust to a new usual way of learning
The combined action of a group of persons is as time goes by. Participant 2 also concluded that it is
effective and efficient. Successful performance often normal to struggle today. As time goes by, he will
involves interaction among several individuals who overcome it (Beck & Beck-Gernsheim, 2018;
must work as a team. A critical feature of units is that Bennett, 2008).
individuals must coordinate their decisionsand
activities by sharing information and resources to I was showing much knowledge about a wide
attain shared goals. The study of teamwork has range of subjects or about one particular issue.
fragmented through the years, but the findings are Therefore, for these lower-achieving students, any
practically not used. This article argues that it is effort on the part of instructors to give more
likely to boil down what researchers know about information about the lessons is needed. Participant 1
teamwork into five core components that the authors said that it is good to learn from her professors and
submit as the “Big Five” in partnership. The core classmates. Participant 5 noted that it helped add the
components of cooperation include team leadership, knowledge she needed to know about the educational
mutual performance monitoring, backup behavior, system (Meyer, Kamens & Benavot, 2017,
adaptability, and team orientation (Salas, 2015; Knoblauch & Chase, 2015; Svanum, 2016).
Matijević, Žakula, Korićanac, Radoičić, Liang, Mi &
Nešić, 2021; Dickinson, 2017). A strong wish, especially the difficult or
impossible to control, is not to make blanket
Participant 2 mentioned that they are helping statements about millennial persevere teachers but
each other by sharing their insights. They shared rather to understand these more fully. They seldom
assignments, ideas and gave information about the find out what their students want to know more about
lessons to help each other. Participant 5 expressed their own experiences and what they hope to learn
that through interaction and collaboration are ways to (Clark & Byrnes, 2015).
help their classmates. They help each other in
answering questions, making activities and Participant 2 said that she has a strong will to
requirements. DeVine said that she participated in an continue her study because she wanted to become a
online class and chatted their classmates. doctor of education. Participant 4 said that he would
continue to study to develop himself through
Open communication allows you to be more studying master’s degree.
engaged. Effective communication will lead
everyone to be on the same goal, a personal value
and unique definition of success at any organization.

ISSN No:-2456-2165
B. Comparison of Findings with Existing Studies C. Limitations
This study showed that the participants’ experiences are The study participants are the graduate school students
related to the students’ experiences in Georgia. COVID-19 of Ramon Magsaysay Memorial Colleges who have an
infection was detected, rising to 211 local and more than 1.5 online class. It is based on the concept of Creswell (2015)
million infection cases worldwide by April 8, 2020. Georgia that the participants are involved in a qualitative study.
became one of 188 universal countries that have suspended Moreover, this study is only limited to students who have an
the education process. The paper studies the country’s online class during the pandemic.
capacities and population to continue the education process
at schools in the online form of distance learning which D. Implications for Future Practice
reviews the different available platforms. The study has Based on the findings, the following implications are
those used by the government’s support, such as online offered for practice:
portal, TV School, and Microsoft teams for public schools.
Online education can also use tools such as Zoom, Slack, Mind fulness in Embracing the New Normal.The
and Google Meet platform and live communication (Basilaia excellence or state of being conscious or aware of
& Kvavadze, 2020; Ghosh, Bernstein & Mersha, 2020). somewhat. It’s a pretty straightforward word. It suggests that
you mindfully attend to what’s happening and what you’re
In the study of Palvia et al. (2018), E-education or doing. That might seem trivial, except for the annoying fact
online education is changing the way we approach teaching that we so often veer from the substance at hand. Our mind
and learning. Changes in education delivery models have takes flight, we lose touch with our body, and pretty soon,
been rapid and transformational. As institutions worldwide we’re engrossed in obsessive thoughts about somewhat that
adapt to these changes, a dynamic education landscape has just happened about the future. That makes us anxious.
generated immense interest among the researchers, Before the online class, they should prepare everything they
educators, administrators, policymakers, publishers, and like water and food as well as their gadgets.
businesses (Palvia, Aeron, Gupta, Mahapatra, Parida,
Rosner & Sindhi, 2018). Slow Internet connections or incomplete access from
homes in rural areas can contribute to students falling
According to research, having online classes in the behind academically. Educational setbacks can have
Philippines is difficult due to weak internet connectivity. significant effects on academic success. The poor internet
The majority of these issues arise in places with no network connection in the Philippines is now a dilemma because the
connectivity. Research on e-learning has addressed the students in online classes badly need good internet
challenges of creating and behind participatory connectivity.
environments. The growth of massive open online courses
calls for new methods beyond the existing research on The sudden switch from classes to screens leaves many
participatory environments in institutionally defined classes. learners the fear of lagging. The case of Participant 5
Academic success among nontraditional students appears to mentioned that she needed to adjust and anticipate the things
be correlated with several biological, psychological, and that would happen while the online class is ongoing.
social factors. Nontraditional students are less likely to Participant 1 said it was exhausting, especially when the
complete their degree programs and have lower attrition connection was interrupted.
rates than traditional students. The institution should have a It is normal to struggle as long as it moves towards
focused approach for professional development for online your dreams. The Real Challenge Is Motivation from an
faculty (Paulin& Haythornthwaite, 2016; Eppler, Carsen- applied position; building a homepage is an easy and quick
Plentl, & Harju, 2000; Taniguchi & Kaufman, 2015; Darby assignment for an instructor at the beginning of an online
& Lang, 2019). class. Students need pictures of themselves and some
Online learning seems convenient, allowing students to periods to reflect on their interests and backgrounds
study at their own pace and time. Students reported that (Bennett, 2018).
online knowledge enabled them to hold a higher level of Life adjustments can be tricky and transport a wide
accountability for their knowledge and learn independently. range of experiences and feelings. Creating the transition to
Not all experiences were positive. A significant hindrance to a new normal requires agility and stay open-minded.
online learning was the inadequate opportunity for human COVID-19 has essentially changed how we live, work, and
communication, which was deemed necessary for learn. It affects each feature of our daily lives, and this new
establishing peer support and emerging in-depth group normal seemed to have changed almost overnight. We
discussions on the subject matter. These findings offer a cannot resolve our difficulties with the same thinking we
guide for further development and development in online used to create them. Embracing the connected upside to this
teaching and knowledge methodologies. knowledge scarcity will help the community think about
applying education in the new normal (Buheji, 2020).
Team work. The combined action of a collection of

people, particularly when effective and efficient. Participant
2 mentioned that they are helping each other by sharing their
insights. They were sharing assignments, ideas and giving
information about the lessons to help each other. Participant

ISSN No:-2456-2165
5 expressed her feeling that interaction and collaboration are REFERENCES
ways to help their classmates by answering questions,
making activities and requirements. Participant 4 said they [1.] Adnan, M., & Anwar, K. (2020). Online Learning
are sharing ideas and collaborating with their peers and amid the COVID-19 Pandemic: Students'
classmates. Participant 2 said that they actively participate Perspectives. Online submission, 2(1), 45-51.
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Exploring The Experiences of Graduate School Students On Online Classes

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Volume 7, Issue 4, April – 2022 International Journal of Innovative Science and Research Technology

Exploring the Experiences of Graduate School

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Team work. The combined action of a collection of

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