THE LIVED EXPERIENCES OF BEED STUDENTS ON THE ACADEMIC TRANSITION FROM DISTANCE EDUCATION TO LIMITED FACE-TO-FACE LEARNING MODALITY-A QUALITATIVE INQUIRY

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.