342pm - 67.EPRA JOURNALS 14766

ISSN (Online): 2455-3662
EPRA International Journal of Multidisciplinary Research (IJMR) - Peer Reviewed Journal

Volume: 9| Issue: 10| October 2023|| Journal DOI: 10.36713/epra2013 || SJIF Impact Factor 2023: 8.224 || ISI Value: 1.188
THE LIVED EXPERIENCES OF BEED STUDENTS ON THE

ACADEMIC TRANSITION FROM DISTANCE EDUCATION TO
LIMITED FACE-TO-FACE LEARNING MODALITY: A
QUALITATIVE INQUIRY
Juvy U. Eguia1, Perla C. Padro2

Master of Arts in Elementary Education, St. Mary’s College of Tagum, Inc.
Graduate School Department, Tagum City, Philippines
Article DOI: https://doi.org/10.36713/epra14766

DOI No: 10.36713/epra14766
ABSTRACT
The purpose of this study was to discover and understand the lived experiences of BEED students on the academic transition
from distance education to limited face-to-face learning modality. This study used qualitative research specifically
phenomenological approach. Fourteen BEED students participated in the in-depth interview (IDI) and focus group discussion
(FGD). The participants were chosen through purposive sampling technique following the inclusion criteria. The data were
analyzed through coding and thematic analysis. Results of this study shows the following experiences of the participants: poor
internet connection, issues on managing time, financial struggles, online academic dishonesty, and struggles on the changes
with the transition. To cope with the challenges that they have encountered, they use the following strategies: peer-powered
learning environment, effective utilization of online search engine, proactive studying practices, active note taking, being faithful
to God, positive mindset. Furthermore, based on their experiences, the following insights of the participants emerge:
consideration and support from teachers, embracing face-to-face learning, nurturing social interactions, resilience and
perseverance, positive outlook. The data on this research was limited only to the BEED students who experience distance
education to limited face-to-face learning modality. The results of the study suggest the significance of face-to-face interactions
as BEED students expressed their preference for having limited face-to-face classes due to the social connections that would
enhanced learning experiences. Moreover, the perseverance and resilience displayed by the BEED students emphasize the
importance of fostering a growth mindset and equipping students with the skills to adapt to change and embrace new challenges.
KEYWORDS: Education, academic transition, learning modality, BEED students, phenomenology
INTRODUCTION and responsibilities, the need for emotional support, and an
The academic transition caused by COVID-19 in higher unfavorable learning environment (Kamaludin & Sundarasen,
education has been diverse, important, and distinctive for each 2023).
institution and nation, as seen by the fast return to in-person
teaching and learning and the stability of enrollment trends. Similarly, in the Philippines, the change from online education
Many chances for innovation in virtual modality and to limited face-to-face instruction is also experienced by the
collaboration were created by the abrupt change. Yet, it also students. Throughout this shift, it became clear that the loss of
affected educational quality because staff and infrastructure cooperation and instructional time, the difficulty understanding
usually lacked prior experience in teaching and learning in the courses and activities, and the adjustment period were the
online settings (UNESCO, 2021). Now that COVID-19 cases key challenges for students in having limited face-to-face
are decreasing and everything already started with the new classes (Bordeos et al., 2022).
normal, some colleges and universities started to go back to
limited face-to-face classes. As they move to this academic Based on first-hand experience, in one of the private schools in
transition, many BEED students encountered problems Tagum City, BEED students are having problems with the
academically and with the learning modality. academic transition from distance education to limited face-to-
face learning modality. One of that was the implementation of
In Taiwan, university campuses have started reopening, and the modality was abrupt and the students were not able to adjust
after a time of social distancing, many students have been easily. In distance learning, they still have to secure a strong
returning to in-person classes. This has brought students back internet connection to listen to the discussion. While during
to the new normal, where they modify their attitudes and actions their onsite classes, they have to wake up early and others need
to continue participating in educational activities while limiting to find a boarding house to reduce their expenses. They prefer
the spread of illness (Cheng et al., 2020). Moreover, due to to have the face-to-face classes everyday because they can
unreliable internet connections and outdated digital technology, focus on listening to the discussions, they can participate well,
Malaysia faced technological challenges. Social challenges and it makes them motivated to learn.
were caused by a lack of family understanding, competing roles
2023 EPRA IJMR | http://eprajournals.com/ | Journal DOI URL: https://doi.org/10.36713/epra2013---------------------------------------------- 343
The academic transition from distance education to limited Seven participants would undergo In-Depth Interview (IDI) and
face-to-face learning modality presented some problems that seven participants would have the Focus Group Discussion
affect the academic performance of the students. With this, the (FGD). The interview was done virtually through an online
pressing concern of this study is to identify the common platform such as Google Meet or Zoom. The participants of this
problems encountered by BEED students and how they cope study was chosen through a purposive sampling technique. The
with these problems. Moreover, the problems encountered by following criteria was used in selecting the participants: (a) a
the BEED students during academic transition need to be second year and third year BEED student; (b) BEED students
articulated for the teachers, administrators, and other who are enrolled in S.Y. 2022-2023; and (c) BEED students
stakeholders to help them address their problems. In addition, who experience the learning modality from distance education
this study may help society and the academe to provide to limited face-to-face learning modality.
programs, activities, and better plans that may help the students
to adjust to the academic transition. Programs and activities that Furthermore, thematic analysis is a qualitative data analysis
may address their emotional problem. method that involves reviewing a data collection (such as
transcripts from in-depth interviews or focus groups) and
PURPOSE OF THE STUDY looking for patterns in meaning throughout the data to extract
The purpose of this phenomenological study was to discover themes. Thematic analysis is a reflective method that depends
and understand the lived experiences of BEED students on the on the researcher's personal experiences to interpret the data
academic transition from distance education to limited face-to- (Delve, 2020).
face learning modality in three colleges and university in
Tagum City. Moreover, it aims to articulate how BEED REVIEW OF RELATED LITERATURE
students cope with the challenges being encountered and Academic Transition of BEED Students
insights on the academic transition from distance education to After the adoption of Modular Distance Learning (MDL),
limited face-to-face learning modality. Dargo and Dimas (2021) found that learners' academic
performance had decreased. This merely indicates that one-on-
At this stage in the research, the academic transition of the one training is more efficient and advantageous for the students.
BEED students from distance education to limited face-to-face Additionally, it was shown that Modular Distance Learning
learning modality refers to the shifting from distance education (MDL) had more adverse consequences than advantageous
to limited face-to-face learning experienced by the BEED ones. The participants claim that there are a number of reasons
students. why modular distance learning is bad for students' learning. The
teacher and pupils are not being engaged with one another.
RESEARCH QUESTION Also, the modules contain an excessive number of tasks and
The study aims to answer the following research questions: activities.
1. What are the lived experiences of BEED students on the
academic transition from distance education to limited In contrast, while online learning has drawbacks researchers
face-to-face learning modality? also found that it offers a number of benefits, including the
2. How do BEED students cope with the challenges capacity to reduce costs associated with traditional education
encountered on the academic transition from distance and the ability to continue learning throughout one's life. But
education to limited face-to-face learning modality? without a question, the absence of a subpar internet connection
3. What are the insights drawn from the experience of BEED and, more importantly, the absence of antiquated equipment,
students on the academic transition from distance were the most desired reactions. As a result, it is difficult to
education to limited face-to-face learning modality that can complete learning tasks at home. Bad motivation is distinct
be shared to others? from poor time management. In a blended learning
environment, students are regularly required to utilize
METHODS technology outside of the classroom (Ando et al,. 2022).
This study employed qualitative research particularly using the
phenomenological approach which sought to explore the lived Challenges of BEED Students on the Academic Transition
experiences of BEED students on the academic transition from Notwithstanding the difficulties students faced while switching
distance education to limited face-to-face learning modality. from traditional classroom instruction to online instruction, the
Phenomenological study was used to describe and understand digital divide continues to be the primary barrier to students
the lived experiences of BEED students on the academic accessing quality e-learning. Additionally, even though there
transition from distance education to limited face-to-face may be a number of obstacles preventing students from fully
learning modality. Besides, phenomenological study could utilizing e-learning, other strategies seem to be the best option
interpret the perception and beliefs of the BEED students. in the context of COVID-19, including providing free data
bandwidth, making both physical and online resources easily
The participants of this study were the 14 selected BEED accessible, and using a blended learning center (Mpungose,
students from three tertiary education in Tagum City. 2020).
According to Creswell (2013), a phenomenological design
should be carried out with a diverse group of at least three and Along with, developing the skill of note-taking is vital for
no more than 15 participants. Having this number of students to effectively record and comprehend course materials.
participants would be enough to get the needed information. With modern technology during the pandemic, students now

have the option to take notes manually or digitally using devices lockdowns. Online training can be provided in one of three
like mobile phones (Murtafi’ah et al., 2020). The Covid-19 ways: synchronously, asynchronously, or as part of a blended
pandemic has brought significant changes to the way students learning paradigm. To provide lectures on the subject via
learn, with virtual gatherings for online learning becoming the synchronous online lectures, teachers and students gather
new norm and replacing traditional face-to-face activities. In online utilizing a virtual platform during designated class hours
response to the challenges of online learning, concerns have (real-time). Students may speak up or use live text chat to ask
been raised about economic conditions and the overall impact questions at any time throughout the lectures. Asynchronous
of virtual education on students (Simamora, 2020). lectures involve lecturers shooting lectures and posting them on
YouTube or the Blackboard LMS for students to see at their
Insights on the Academic Transition convenience (Lapitan Jr. et al, 2020).
The modifications made to how learning outcomes are assessed
in online environments are also important to note. Several Furthermore, instructors' views of their students' emotional and
educators have changed evaluation processes, eliminating intellectual obstacles experienced during the pandemic in
assignments, and measuring student achievement in different online learning indicate the detrimental implications of the
ways (Johnson, 2020). These developments include the study missing interactions (Jeliska & Paradowski, 2021). Moreover,
of learning strategies that take use of the online delivery mode, some students suffer from inappropriate study surroundings at
such as interactive conversations, use of games, and the home as well as poor internet connections (Kapasiaa et al.,
student-led learning to boost motivation and focus. More 2020). During the pandemic in spring 2020, students were
student choice in assessment techniques, more flexible or pushed into online learning environments with short period to
extended deadlines for assignment completion, and more acquire the technology tools and interface that had suddenly
realistic experiences involving the meaningful application of become mandatory components of their courses. It stands to
recently learned skills and information are some specific trends cause that computer phobia may impact students' impressions
that are likely to continue (Vaughan et al., 2013). of their transitioned online classes as well as their performance
in such courses (Garris & Fleck, 2020)
Furthermore, several instructors were forced to look into online
training because of the continued outbreaks and approaching
RESULTS AND DISCUSSIONS

Table 1
Major Themes and Core Ideas on the Experiences of the BEED Students on the Academic Transition from Distance
Education to Limited Face-to-face Learning Modality
Major Themes Core Ideas
• having no internet connection when raining
Poor Internet • having laggy internet connection
Connection • experiencing signal issues due to lacking WIFI
• losing internet connection during the exam
• having oral recitation interrupted by internet disconnection
• having difficulty in learning due to internet connection problems
• being not able to listen well due to slow internet connection
• struggling to manage time for class and the requirements for submission
• having done a lot of adjustments in the time schedule due to difficulty waking up early
Issues on Managing • having adjustments in managing time for daily routines
Time • having adjustments on daily routines due to time constraints
• being late to school due to inadequate time management
• having difficulty balancing time between family and meeting with groupmates
• sacrificing personal belongingness and relationships to finance oneself with education
• experiencing financial difficulties that prevent one from affording a boarding house
Financial Struggles • having an expensive fare
• having financial problems because of internet connection and fare
• spending money every day for allowance and expenses
• using one’s savings to purchase necessities and supplies for activities
• copying the answers on the module
Online Academic • being able to cheat during exams
Dishonesty • cheating during online classes due to lack of strict monitoring
• being able to search for answers on Google to get a perfect score in exam
• sharing ideas and answers during exams and quizzes through google meet
• being able to search and share answers

• being not able to prepare due to sudden transition

Struggles on the • being shocked by the new environment
Changes with the • not anticipating a return to limited face-to-face interactions
Transition • being shocked by the adjustment
• trying to adopt and accept the changes
Poor Internet Connection The students who found it hardest to access online resources
One of the problems is the internet connection. IDI-01 were those who were low-income, from rural areas, had
You cannot learn well because of the internet connection and struggling families, or lived far away (Neuwirth et al., 2020).
the exhaustion of going to school. IDI-07 Toquero (2020) highlighted the suspension of distance learning
During online classes, students are not listening because of in the Philippines due to the unpreparedness of Higher
poor internet connection. FGD-06 Education Institutions (HEIs) in implementing online learning
systems. Similarly, Higher Education Institutions (HEIs) in
Students encountered issues with incompatible devices, sharing countries with reliable internet connections faced financial
devices with family members, shaky internet connections, difficulties in investing in tools and online licenses (Marinoni
limited or unavailable internet access, data costs, the need to et al., 2020).
buy new appliances, programs, or apps, a lack of ICT
experience, a lack of ICT skills, and inadequate learning Online Academic Dishonesty
platforms (Rahiem, 2020). I just copied the answers and honestly, during exams, we just
send answers to each other. IDI-03
Furthermore, Henaku (2020) found that there are several factors You can cheat during exams, so you do not need to study. IDI-
that affect students' overall academic performance at 05
educational institutions in Ghana, including online learning, We can share ideas and answers during exams and quizzes
connectivity issues, internet bundle costs, device problems, through Google Meet. FGD-04
household production, and general perceptions of e-learning.
In an online setting where no one is watching the students, the
Issues on Managing Time chance of cheating is increased. A good technique to guarantee
It is very hard to manage our time in attending classes and that students may receive a fair evaluation is to use proctoring
submitting the requirements on time. IDI-06 software (Alessio et al., 2017).
I have to make adjustments during face to face learning
modality by setting my time schedule and waking up early for Baber (2020) claims that one barrier to online learning is the
class. FGD-01 absence of social contacts. In order to overcome some of the
The thing that I had sacrifice is the time. I have to divide my limits of blended learning, it is inferred that lecturers might
time for my family and meeting with my groupmates.FGD-07 construct interactive assignments to boost students'
participation, motivation, and academic achievement in online
Students in the limited face-to-face classes experienced situations (Baber, 2021; McHone, 2020).
learning difficulties due to a lack of instructional time, poor
teamwork, a lack of understanding of the lessons and activities, Struggles on the Changes with the Transition
and a transition period. The need for instructional time was the It was a sudden transition because we were not prepared. IDI-
biggest barrier for the students who attended the limited face- 06
to-face classes. (Bordeos et. al., 2022). The academic transition from distance education to limited
face-to-face learning modality was shocking. FGD-03
Raman et al. (2021) said that at the end of each group meeting, We are really shocked by the adjustment from distance
give the students small deliverables to turn in. Make cold calls education to limited face-to-face. FGD-04
to distant students during the group meeting, especially those
whose cameras are off. Do this through the computer screens of Several new innovations in education may have resulted in
the group members who are present. Allocate time in the broad adoption of online learning by the year 2020. The absence
classroom for student groups to have "candid peer talks" about of Internet availability in some places, mainly rural areas, and
the behaviors that they believe are appropriate and the fact that various family members have changing
inappropriate for group interactions across all instructional expectations for how to use technology at home are just two
modalities. examples of the persistent challenges this sector faces. Yet,
creative approaches have emerged to provide students and
Financial Struggles families with the tools they need to engage in and successfully
At that time, ma'am, I need to sacrifice my motorcycle and sold complete academic work (Darling et al., 2020).
it for paying my tuition. IDI-01
I prefer online classes because they are very costly in terms of In general, learners must have been informed of the situation
the internet connection and the fare. IDI-05 and that the educational environment is changing to a virtual
I have to use my savings to buy my needs and materials for one. In order for learners to really believe in the applicability of
activities. FGD-01 the change, they must also thoroughly comprehend how it will
be put into practice and what strategies will be employed to

enhance online learning. Embracing change enhances the educational goals in today's world and act as change agents if
likelihood that it will be implemented effectively. Students they want to develop professional abilities (Du et al., 2020).
must also consider change as a realistic way to accomplish
Table 2
Major Themes and Core Ideas on the Coping Mechanisms of BEED students on the Academic Transition
from Distance Education to Limited Face-to-Face Learning Modality
• having friends and classmates who motivate
• brainstorming with classmates to share ideas
• consulting classmates for assistance on assignments
Peer-Powered Learning • having collaborative learning with peers in the absence of teacher guidance
Environment • seeking counsel from peers to make ethical choices
• having friends to help clarify the discussion
• having a supportive social circle for encouragement and happiness.
• having friends who will cheer you up
• utilizing Google for conceptual clarity
• searching on Google when making reports or essays
• watching YouTube to learn the proper way of demo teaching
Effective Utilization of
• watching YouTube to understand lessons
Online Search Engines
• searching the lessons on YouTube
• searching on YouTube to understand the lesson
• utilizing online references for word definitions
• preparing ahead by reading for oral recitation
• making sure to study and review the lesson
• having independent studying to clarify lessons
Proactive Studying
• studying hard during face-to-face classes
Practices
• choosing the best time and routine when studying
• having an advanced study to answer the quiz or exam
• doing self-study to understand the lesson
• being able to take notes from teacher’s discussion
• taking notes while listening to the discussion
• reading the lesson and writing it on a paper
Active Note Taking • taking down notes from the PowerPoint
• taking notes and highlighting the important words
• taking note to easily remember the information
• taking notes while the teacher is having a discussion
• surrendering everything to God
• finding solace through surrendering to God
• seeking divine guidance and miracles
Being Faithful to God
• finding strength in the Lord
• communicating with God
• having a care group on the church
• telling myself to keep on fighting
• confronting challenges to prevent escalation.
Positive Mindset
• fostering a positive mindset in achieving goals
• removing negativity from your mind
Peer-powered Learning Environment engaging activities in the classroom. Additionally, they have
It was my friends and classmates who motivated me. IDI-01 the option to work together with their peers and rely on the
We do brainstorming with my classmates to share ideas about teacher as a facilitator rather than a lecturer. Because online
the topic. IDI-02 videos may be made and shared with the rest of the class online,
Having classmates and friends who will help me during it also enables a consistent delivery of content (Vasquez et al.,
discussions and motivate me. FGD-03 2017; Bell et al., 2017). Moreover, synchronous interaction
enabled students to participate in online learning and supports
Technology in distant learning has the benefit of allowing research findings that interaction boosts motivation for learning
students to see lectures in advance and participate in more

in the pandemic-related environment (Lin & Gao, 2020; are all part of taking strategic notes. Theoretically, a student's
Meulenbroeks, 2020; Muthrupasad et al., 2021). deliberate and thorough note-taking can result in improved
performance and accomplishment (Salame & Thompson,
Effective Utilization of Online Search Engines 2020).
If I feel that there is something lacking, I just search for it on
Google to understand more. IDI-01 Likewise, note-taking is a widely recognized and commonly
I just search it on Google, ma'am. IDI-03 used strategy to retain information and plays a crucial role in
I searched on the internet or use Merriam Webster when there every student's academic journey. As technology's potential to
are words that I do not understand. FGD-05 enhance note-taking practices gains attention, it is essential to
acknowledge the cognitive demands involved in this process.
Students who participate in interactive online learning can learn Mobile technologies are praised for their portability and
new things through browsing websites and digital libraries. potential value in enriching students' educational experiences.
Distance learning enables the global distribution of information However, it is crucial to recognize that they can also become
and knowledge when new technologies are brought to the field distractions and hinder the learning process, impacting how
of education (Hasifah, 2020). information is processed and stored (van Wyk & van Ryneveld,
2018).
Many students avoid asking professors questions in the
conventional face-to-face classroom situation. We saw that the Being Faithful to God
students were asking us more questions, either out loud or We all know that we just have to surrender everything to God
through the Google Meet chat window. Using this mode of and pray for it. IDI-01
communication appears to reduce the obstacles to inquiry in a It was the Lord who gave me strength to solve my problems.
typical lecture situation. This tendency might be explained by FGD-04
the fact that students are more inclined to ask questions when It was the Lord, whom I can talk with and who made me calm.
they are not present in the "virtual" classroom (Lapitan Jr. et al., FGD-05
2020).
Research findings have indicated that religiosity and resiliency
Proactive Studying Practices play essential roles in promoting well-being during the
Whenever we have reportings, I always make sure to study and pandemic (Jackson, 2021). For example, resilience has been
review the lesson. IDI-03 found to positively impact the subjective and psychological
I just do self-study whenever I do not understand the lesson well-being of faculty during the COVID-19 period. When
instead of asking questions to my teachers. IDI-04 considering students during COVID-19, stress and wellness
I just do self-study. FGD-04 have been enduring concerns (Copeland et al., 2021). Studies
have shown correlations between depression and students' well-
Learners may engage in activities from their own houses being amid the pandemic, yet it was also noted that coping was
instead on campus in no face-to-face courses. Online learning more effective when students displayed greater levels of
facilitates real-time interactions among students and professors, resilience.
enabling seamless communication and collaborative
engagement. Additionally, online platforms provide students In addition, persons who go through challenging life
with access to up-to-date learning resources and cutting-edge experiences are more prone to seek solace in religion and use it
knowledge that may not be readily available within their as a coping mechanism (Al-Hadethe et al., 2016; Francis et al.,
school's physical library. Moreover, online education extends 2019; Koenig et al., 1988; Pargament et al., 1990).
learning opportunities to individuals who lack access to formal
on-campus education, enabling a more inclusive and flexible Positive Mindset
approach to learning. People' rates of receiving and gaining I always say to myself, "Just keep on fighting, I can do it. IDI-
access to education would grow as a result of these initiatives 05
(Kanik, 2021). I try to solve them so that it will not become a bigger problem.
IDI-07
Active Note Taking Having positive mindset that we can do it and having focus in
I took notes in my notebook. IDI-05 achieving goals. FGD-03
When I read the lesson, write it on paper, and then read it again.
IDI-06 People who have a positive mindset are better able to cope with
My strategy to understand the lesson is by taking notes and stressful situations and manage their emotions (Jegathesan et
highlighting the important words. FGD-04 al., 2016). According to Liu et al. (2019), the learning status of
college students who are facing unfavorable occurrences will
The majority of the time, taking notes in class helps students be greatly impacted if they are unable to successfully control
retain the content and prepare for tests (Witherby and Tauber, their emotions. Students can make use of their growth mindset
2019). Furthermore, students benefit from taking notes to modify their cognition and lessen their perceptions in order
strategically since it offers a specific approach to study and can to bravely face and adapt to COVID-19 settings. Additionally,
improve a student's performance in classes. Strategic note- those who are very aware of bad occurrences find it difficult to
taking is seen as a crucial ability that is required in a collegiate control and deal with their negative emotions, which have been
context. Active listening, information processing, and writing
shown to positively predict learning burnout in college students provides both pedagogical and technological challenges.
(Liu et al., 2019). Students will pay less attention to the distance or online
Additionally, Tan (2020) study indicates that there is learning process if they lack the knowledge about how to use
a lot of hostility to this change in teaching and learning online media tools and specialized media that the teacher
methodologies since the environment of distance learning cannot effectively transmit.
Table 3
Major Themes and Core Ideas on the Insights of BEED Students on the Academic Transition from Distance Education to
Limited Face-to-Face Learning Modality
• consider by acknowledging the presence of a slow internet connection
• hard time in messaging the teacher for clarification
Consideration and • seek to understand the learners in having a hard time
Support from • must have an approachable teachers
Teachers • struggle to comprehend the subject due to lack of guidance
• should have considerate and understanding of teachers
• patience in dealing with students
• prefer to choose face to face classes than online classes due to sleeping and
playing games
Embracing Face to Face • embrace limited face-to-face for better social interaction
Learning • face-to-face surpasses online classes
• prefer having limited face-to-face
• learn and strive for more in face-to-face classes
• appreciate having face-to-face classes for better learning
• interaction and communication with classmates
• interactions boosts happiness
• learn through interaction among teachers and classmates
Nurturing Social • interact with our professor and classmates
Interactions • enhance classroom engagement among peers and instructors
• understand complex concepts and developing social skills
• become stronger to overcome problems

• put a lot of effort to learn
Resilience and • persevere regardless of getting tired
Perseverance • need extra effort in studying
• be prepared and flexible in any changes in life
• be organized and have clear goals
• feel anxious but happy for face-to-face classes
• tired but happy in the presence of classmates during face to face classes
Positive Outlook • like learning new experiences despite getting exhausted
• enjoy bonding with classmates amidst having many tasks
• nice experience amidst tiring moments
Consideration and Support from Teachers uneasy and worried (Ghazi-Saidi, 2020; Meulenbroeks,
It is hard to text our teacher because they will not reply, so 2020).
when they are still there you have to ask question
immediately. IDI-02 Subsequently, Iqbal et al. (2022) found that lack of
They have to consider because there are students who instructor assistance during online learning resulted in
cannot easily understand the lesson. IDI-04 students' dissatisfaction and demotivation; facilitating was
I recommend that our teachers will be more considerate connected to suitable and ongoing recommendations,
and understanding. FGD-03 motivation, and instructor follow-up to improve the
students' academic performance. In order to encourage
The academic switch to emergency distance learning greater participation and connection with instructors and
during COVID-19 was not voluntarily made, which may classmates, online learning activities were also
have damaged students' motivation to study (Hsu et al., recommended (Li, 2022).
2019). Similarly, the unexpected switch to online learning
brought on by the epidemic also caused pupils to feel

Embracing Face-to-Face Learning More We just have to continue in life even if there are times that
Limited face-to-face classes is better because it allows for we feel tired and we want to shift to another course. IDI-
social interaction. IDI-03 07
Face-to-face is more effective than online because we do The importance of being organized and having clear goals
not really learn in online classes. IDI-04 for the things that I need to accomplish. FGD-06
Face-to-face classes encouraged me to learn and to strive
for more. IDI-07 The academic switch to emergency distance learning
during COVID-19 was not voluntarily made, which may
Face-to-face instruction has several benefits since it have damaged students' motivation to study (Hsu et al.,
enables in-person, real-time interaction between 2019). Similar to this, many students struggle to handle
instructors and students as well as between students increased degrees of independence and effectively use
themselves. Innovative discussions and questions may these resource-management strategies. According to a
result from this encounter. At traditional brick and mortar current comprehensive research, these approaches are
schools before the outbreak, the majority of instruction inefficient for students who desire to partake in online
were only given in person. Throughout the classroom, (blended) education; their key challenges are self-
pupils are given the chance to ask questions and obtain regulation, motivational control, seeking help, and
responses (Paul & Jefferson, 2019). technological competence (Rasheed et al., 2020).
Furthermore, face to face instruction is preferred and more Students have had significantly less direct teacher
motivating for students. Students prefer Face to face than instruction time this school year than in previous years, and
blended learning because they feel that social features like they have not yet had the chance to make up for it by
participation, conversation with classmates and lecturers, working independently (Sparks, 2021).
and the capacity to ask technical questions are constrained
in a blended learning environment (Mali & Lim, 2021). Positive Outlook
For me, it was tiring, but somehow I learned many things
Nurturing Social Interactions face-to-face and I enjoyed it together with my classmates.
There is an interaction, and you will feel happy because FGD-02
you were able to meet them in-person. IDI-03 It was exhausting, but at the same time, it was fun.FGD-03
It allows more engagement with the material and more The impact of face-to-face is the bond that we build with
direct interaction with the instructor and peers. FGD-06 our classmates despite the burden of having many tasks.
It would be better to have it in-person, with group work FGD-04
and real-time feedback. FGD-07
A lack of certainty, anxiety, instability, and diminished
Online course observation reveals the potential for a new autonomy and self-directedness are typical feelings
hybrid model of instructional strategy and scholarly experienced by students during the pandemic crisis
engagements. Schools must hold classes virtually to (Germani et al., 2020).
prevent the spread of the virus, so class observations are
also conducted online. The challenge is how to keep on As revealed by van Schalkwyk (2020), students appreciate
with the instruction stepping aside the face-to-face and are more engaged by face-to-face learning since they
teaching and learning. The paradigm shifts from the face- feel more involved. It is also suggested that in a blended
to-face lessons, where students and instructors indulged in learning setting, the opportunity to ask questions
classroom discourse, classroom interactions and actual concerning technical subject is limited when compared to
classroom activities, are replaced with the online teaching face-to-face learning. Throughout the Covid-19 period,
and learning modalities (Simbulan, 2021). student stress levels are comparable whether they are
exposed to blended learning or face-to-face instruction.
Particularly, face-to-face instruction is thought to have When Covid-19 is not a problem, students report reduced
advantages like immediate communication with teachers, stress while having face-to-face learning, showing that
socialization and interactions, active student participation, stress is often higher in a mixed learning setting.
and better communication and collaboration. However, According to qualitative study, the inability to connect
there are also some major perceived drawbacks like a more with students, as well as less interactions with the tutor,
demanding schedule, little to no technology use by may be contributing causes to stress.
teachers, and less free time. Online courses, on the other
hand, were linked to advantages like flexibility in terms of IMPLICATION FOR TEACHING PRACTICE
time and distance as well as familiarity with digital The study's implications have a pronounced impact on
technologies. Recent research have also documented these BEED students as they navigate the transition from
alleged advantages (Iqbal et al., 2022; Khan et al., 2022; distance education to limited face-to-face learning. This
Paudel, 2021; Stewart & Lowenthal, 2021). study affects BEED students by empowering BEED
students to take an active and empowered role in shaping
Resilience and Perseverance their own educational journey. Furthermore, the study
I realized that you have to be stronger to overcome your underscores the value of peer-driven learning and active
problems. IDI-01 note-taking in boosting student engagement and
comprehension. The findings underline the necessity for nurturing learning environments. The coping mechanisms
college instructors to be attuned to the specific challenges employed by the students can serve as valuable lessons for
these students encounter, including issues like poor concerned entities in fostering resilience and perseverance
internet connectivity and difficulties in managing their in their educational journey. Moving forward, it is crucial
time effectively. Armed with this awareness, instructors for all stakeholders in the education sector to collaborate
are better poised to tailor their teaching methodologies to and implement measures that address the challenges
align with the students' needs. A crucial takeaway is the highlighted in this study, ensuring a more inclusive,
understanding of the prevalence of online academic adaptable, and supportive educational landscape for all
dishonesty, which equips educators to institute measures students.
that foster academic integrity and ensure unbiased
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EPRA International Journal of Multidisciplinary Research (IJMR) - Peer Reviewed Journal

THE LIVED EXPERIENCES OF BEED STUDENTS ON THE

Juvy U. Eguia1, Perla C. Padro2

Article DOI: https://doi.org/10.36713/epra14766

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RESULTS AND DISCUSSIONS

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• being not able to prepare due to sudden transition

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• become stronger to overcome problems

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