E-LEARNING EXPERIENCES AMONG COLLEGE

STUDENTS’ READINESS TO FACE-TO-FACE

INSTRUCTION

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 16
Issue 7
Pages: 742-752
Document ID: 2024PEMJ1495
DOI: 10.5281/zenodo.10541577
Manuscript Accepted: 01-06-2024
 Psych Educ, 2024, 16(7): 742-752, Document ID:2024PEMJ1496, doi:10.5281/zenodo.10541577, ISSN 2822-4353
Research Article

E-learning Experiences among College Students’

Readiness to Face-to-Face Instruction
Jaylor Sarona*, Santie Arbie, Franz Liecel Cañete, Rochelle Escosio, Jessa Mae Dablo,
Genevie Perez, Grace Shele Roldan, Alvin Tagaytay
For affiliations and correspondence, see the last page.

Abstract
The purpose of this study was to determine the e-learning experiences of the third-year pre-service teachers in relation
to their readiness for the transition to face-to-face instruction. Using a phenomenological research design, this study
explored the challenges encountered by the third-year pre-service teacher in the conduct of the e-learning process and
how they apply their experiences in their preparation for face-to-face instruction. Both e-learning and face-to-face
setups have drawbacks like problems in the learning environment, a lack of resources, and even inconvenience among
students, which the participants of the study have encountered. The findings revealed that the third-year pre-service
teachers encountered difficulties during their e-learning process, such as poor internet connectivity and a lack of
resources, personal drawbacks, and adjustments to the technology used. However, despite these challenges, the third-
year pre-service teachers were able to cope with these changes during their e-learning process experiences through
self-adjustment, self-discipline, collaboration with peers, a supportive environment, and knowing priorities. This
implies that pre-service teachers, despite encountering difficulties during their e-learning experience, become more
responsive students as a result of overcoming various obstacles and challenges.
Keywords: e-learning, readiness, face-to-face instruction, challenges, pre-service teachers.

Introduction
The most common way of learning happens in a classroom where learners can communicate and study well along with their teachers
and peers. It is called traditional education (Black and Wiliam, 2006; Waghid, 2018). This mode of delivery of instruction was affected
by certain factor such as the spread of the Coronavirus Disease 2019 which led to a sudden shift to a new mode of learning which the
online learning is.
Distance learning is said to be a learning experience in a physical or virtual environment the common one is the use of gadgets such as
mobile phones with internet connection. In this setup, the learners and the teachers have the opportunity to interact with each other
virtually (Singh & Thurman, 2019). E- Learning is the type of learning platform in where students can learn and study at a distance
while attending class thru virtual interaction that lets the delivery of instruction to occur. It is a pedagogical shift adapted to the teaching
and learning cycle brought by the Covid-19 Pandemic.
As the learning process transitioned to the new normal revert of in-person classes was also take in effect gradually. For the past years,
the mode of delivery among students was distance learning, particularly online learning. Several schools adapted this setup because it
is convenient and safe for the students. Students struggled issues and problems in coping to the sudden and unwanted transition to e-
learning (Baticulon et al., 2021). Admittedly, the researchers do not have enough knowledge about student preparedness for real-time
e-learning (Tang et al., 2021).
Guidelines for the implementation of limited face-to-face classrooms for all programs at Higher Education Institutions in areas covered
by the Covid-19 response system were laid out in a joint Memorandum Circular No. 2021-004 released by CHED. Also, CHED issued
another new Instructions on the use of in-person instruction to prevent and reduce COVID-19 infections in Higher Education are stated
in Given Under section No. 09 s.2022. Shifts are typically voluntary and/or organized, according to prior studies on online education
and learning. However, relatively little is known about emergencies such as those caused by the Covid-19 pandemic (Li, 2022).
In order for learners to focus on the classes, teachers must manage their online lessons as concise, interesting, and engaging as possible.
It seems to be common to assume that since students are more committed to their time, online processes of learning are easier and take
less time to complete than an in-person class.
Learners are impacted by the difficulties of E-learning, many of the challenges are loss of enthusiasm, insufficient self-discipline, and
the necessity of study. The ineffectiveness of technology, the difficulty of explaining the concepts to students, the low self-esteem
brought on by online learning, and the failure of students to develop critical communication skills are all thought to be detrimental
effects of e-learning. Individualized education styles, the school environment, and the degree of parental participation all affect how
well a student’s education needs to perform in e-learning. (Michelle, 2021).
Ever since the world is facing a pandemic, the Philippines has transitioned the education process from face-to-face instruction to online.

Sarano et al. 742/752

Psych Educ, 2024, 16(7): 742-752, Document ID:2024PEMJ1496, doi:10.5281/zenodo.10541577, ISSN 2822-4353
Research Article

Now that everything is slowly going back to normal, some schools are already conducting in-person instructions. The learner's
performance and skills are affected because of E-learning, and it is questioning their readiness to perform what they learned during
online setup to face-to-face instruction. The research showed if the pre-service educators from Western Mindanao State University’s
College of Teacher Education were able to comprehend the knowledge required to carry out efficient in-person learning, especially in
Zamboanga City.
Some of the factors in proving the study are the pre-service teachers' performance in terms of their demonstration teachings and lesson
plans which were taught to them about the different methods, techniques strategies, and styles during their online learning. During the
pandemic, the pre-service teachers became flexible in dealing advanced technology in order to overcome their e-learning experiences
which build their knowledge in utilizing different methods, techniques, and strategies to their demo teaching in the face-to-face
instruction. This study will be a guiding steps to the readers if ever they will experience the same challenges during online instruction.
Some study recognized that online classes help the students by utilizing small amount of their time and helping them to do better in
their class discussions and activities. On the other hand, they also stated that students are challenged with different issues such as
technical and behavioral issues while attending classes and taking online exams. (Khalil, et al., 2020). Most of the research studies
simply focus on the sudden transitions from traditional classrooms to online teaching. Hence, it's the reason the researchers would like
to conduct another study opposite to what has been conducted by the previous researchers. Additionally. This study concentrated on
the pre-service educators’ readiness for full implementation of in-person classes. Most of the research studies simply focus on the
sudden transitions from traditional classrooms to online teaching. Yan et al. (2021) conducted a study on the online learning experiences
among primary and secondary students, and Rivera-Vargas et al. (2021) also undertook the same study and found out some drawbacks
in the e-learning process. Hence, it's the reason the researchers would like to conduct another study opposite to what has been conducted
by the previous researchers. Since the focus of their studies is on primary and secondary learners, the researchers' participants were
tertiary students. The focus of the aforementioned study was the experiences of the students in e-learning; on the other hand, this study
concentrated on the pre-service educators’ readiness for full implementation of in-person classes based on their experiences in the
conduct of e-learning.
Research Questions
This study sought to determine the E-learning experiences among the third-year pre-service teachers’ readiness to the transition to face-
to-face instruction. Specifically, this study aimed to respond the following questions:

1. What are the challenges experienced by the third-year pre-service teachers during the E-Learning process?
2. How did the third-year pre-service teachers address these challenges encountered during E-Learning?
3. How these challenges assist the third-year pre-service teachers to prepare for face-to-face instruction?

Literature Review
E-learning is something that is not familiar to students; they are used to typical face-to-face classes or traditional set-ups. Online
learning confuses students about how they are able to possibly learn using only digital gadgets. Since they are new to the setup, it is
understandable that they might have little trouble adjusting to the situation. Some students were excited, and some were a little
problematic. With the influence of technology, online learning was possible for everyone (Gautam, 2020).
Moreover, E-learning is seen as a new tool to break down the barriers of traditional face-to-face education. We provide an innovative
teaching and learning environment that appeals to different learning levels of students. Access to networks and tools for information
or data collection is seen as maximizing learning (Breiner et al., 2012). In the post-COVID age as opposed to the pre-COVID period,
e-learning is given utilizing a range of modalities, all of which are enabled by various recent and emerging data and e-learning modes.
Also, to create a variety of hybrid options for delivering coursework, e-learning modalities combined synchronous and asynchronous,
online, and face-to-face components. (Müller et al., 2021). It gives emphasis to pedagogical issues, focusing on ways to use digital
resources, the use of digital communication tools, and the gathering of education data to enhance education in a manner that encourages
engagement and supports directed judgment. (Gebre et al., 2014; Osborne et al., 2013) And according to Mayer (2019), e-learning
focuses on three parts: the appropriate words for introduction, the network medium used, and the educational thought process to bring
about useful change in people's lives. There is strong disagreement regarding e-learning frameworks. Ensuring the openness,
affordability, and flexibility of this system's educational content on both the multiplier and receiver sides will enable the lifelong
development of second-grade learning competencies (Dhawan, 2020).
Due to the difference in experience with electronic gadgets, students may have different experiences and difficulties with online
learning. Some of the students have experience studying computers before, which gives them an idea of how to handle electronic
gadgets, while others do not. In line with this, to identify the difficulties and experiences of the students with online learning, there are
several factors that should be determined, just like their prior knowledge of how they will manipulate a certain gadget. (Afghani, 2021).

Sarano et al. 743/752

Psych Educ, 2024, 16(7): 742-752, Document ID:2024PEMJ1496, doi:10.5281/zenodo.10541577, ISSN 2822-4353
Research Article

The electronic learning was viewed favorably by both students and teachers. One of the best approaches to use for teaching and learning
can be viewed as e-learning. Because of the pandemic, the only alternative that the education system has is online learning. Since the
majority of the students believe that e-learning is effective, it is most likely favorable for them to implement this modality (Encarnacion
et al., 2021)
In line with this, the online mode of delivering instruction holds a vital role in today’s global pandemic, but its effect must be taken
into action. After soliciting the responses of the learners, it is said that the COVID-19 pandemic has an explicit implication for the
education system. Regarding lockdown problems, learners cannot focus on their studies. Despite the fact that students are utilizing
their gadgets for learning, few of them face bigger issues when studying online, such as internet connectivity, topics that are a bit harder
to understand, and less face-to-face interaction (Kanojiya, 2020). Online classes were adapted due to the global pandemic, and there
are factors that some students experienced, like their motivation.
Whereas, Students are more flexible about what is happening; they can adapt to new changes, and they are able to overcome challenges
with ease. Regarding the challenges in online learning, they further said network issues, limited time for synchronous sessions in a
week, lack of motivation, unfavorable learning conditions at home, and failing to conduct actual laboratory experiments were the main
issues they encountered (Mercado, 2021). Another factor that affects students in e-learning is the learning environment. According to
the findings of the study conducted by Barrot et al. (2021), the challenging behavior of the students, like distortions in their surroundings
and the limited capacity spacing of the facility being used, and how they utilized this. These findings imply that the difficulties with e-
learning that learners faced before the COVID-19 surge are somewhat different from the difficulties they typically face now.
On the other hand, students find online education convenient since they have access to materials around the clock (Stec, et al., 2020).
Online learning makes education more student-centered, where pupils actively participate in the learning process and teachers serve as
mentors and advisers (Al-Salman & Haider 2021). Students would prefer that teachers use internet resources for lectures and hands-on
learning activities in person. This is called e-learning. These were crucial both during the pandemic and when educators required
appropriate and useful teaching aids.
In comparison, the experience of self-regulation in an active learning model, comfort with technology, and age, among other learner
factors, also influence the receptivity and preparedness of online education. (Kintu, Zhu, & Kagambe, 2017). Taking into account how
the students feel, they agree that the classrooms, tools, and equipment, as well as the instructional materials, are all prepared. It is
interesting to note that students also strongly agree that professors are physically, emotionally, intellectually, and experience-wise
prepared for in-person classes (Perez-Daes, 2022).

Methodology
This study utilized a phenomenological research design, a qualitative research design, in order to grasp concepts, viewpoints, or
experiences, the design entails gathering and evaluating non-numerical data (Bhandari, 2020). The strategy was used by the researchers
to pinpoint the third-year pre-service teachers’ e-learning experiences.
Participants
The respondents of the study were the third-year pre-service teachers enrolled in Western Mindanao State University from The College
of Teacher Education. The researchers interviewed ten (10) third-year pre-service teachers in total wherein they were selected randomly
from the different programs
Instruments of the Study
The study made use of one research instrument to collect data on the variables being studied. The researchers crafted a six (6) interview
questions to be used to determine the effects of e-learning experiences among third-year pre-service teachers in the College of Teacher
Education at Western Mindanao State University. The interview questions undergone a validity and reliability test from three different
experts.
Procedure
Following the phenomenological research design, this study utilized a researcher-made instrument. The researchers crafted sets of
questions based on the research problems that elicited the respondents’ experiences. A transcript was produced from the interview
meetings that served as the primary source of data to generate codes and themes that was utilized by the researcher to synthesize
answers to the research questions. From the information gathered in the interview, this study utilized thematic analysis by using codes
and patterns on the transcripts and gathered information during the interview among the Third Year Pre-Service Teacher. Themes and
core ideas were identified, sorted, analyzed and presented. Thematic analysis is a procedure of analyzing qualitative data. It's mainly
used to group of texts, like the interview responses or transcripts. The researcher closely examines the data to point out common themes
– topics, ideas and patterns of meaning that come up thoroughly (Caulfield, 2022). This analysis is best suited to the study because the

Sarano et al. 744/752

Psych Educ, 2024, 16(7): 742-752, Document ID:2024PEMJ1496, doi:10.5281/zenodo.10541577, ISSN 2822-4353
Research Article

researchers, wanted to find out the experiences of the third-year pre-service teacher based on the commonality of their responses.

Ethical Considerations
In compliance to the Research Ethics Protocol, an informed consent was given in the orientation of the respondents that was done face-
to-face, where any concerns were addressed and consent to participate in the study were signed. Ethical considerations were strictly
practiced, in case the respondents declined the participation in this study, the researchers respected the decision of the respondents. The
respondents’ permission to be audio-tape recorded were asked before the interview process for the entire proceedings.
Results And Discussion
This section presents the findings according to the study's research questions. Using a thematic analysis, the interviews were transcribed
and manually coded or broken down. The transcribed data, was sorted and highlighted the codes to generate the themes. The emerging
themes from the analyzed interview transcripts were;
Emergent Themes for Statement of the Problem 1

SOP 1: Challenges experienced by the Third-year Pre-Service Teachers during the E-learning process
1. Experienced adversity in the conduct of E-learning
In the conduct of e-learning process, most respondents inferred that they encountered difficulties with the setup. Majority of the PSTs
responses are based on their personal experiences which gives the researchers’ the idea that their e-learning experiences somehow
inflicted them negatively.
1.1 Poor Internet Connectivity
Most of the PSTs insisted that they are experiencing poor internet connectivity, it is similar to what Kanojiya (2020) stated in his study
that despite the fact that students are utilizing their gadgets for learning, few of them fronting onto bigger issues studying online such
as internet connectivity, topic where bit harder to understand, less face-to-face interaction. The PSTs’ said that, poor internet
connectivity causes them to struggle in learning in the online setup. PST 1 said that it challenges her to adapt with the current setup
while PST 5 said that when the internet connection is poor, it causes her to be absent in her class. PST 2 said that her experience during
the e-learning was not that effective and successful because of this problem.
“…yes it was difficult and it was challenging given the fact that you have a poor connectivity, no availability of storage on your phone
or gadget, no internet access, no computer, especially more likely the technical issue”
Regarding the challenges in online learning, they further said network issues, limited time for synchronous sessions in a week, lack of
motivation, unfavorable learning conditions at home, and failing to conduct actual laboratory experiments were the main issues they
encountered (Mercado, 2021).
1.2 Limited Resources
The majority of research found that technological proficiency and use were the most typical difficulties that students have with online
education (Rasheed et al., 2020). PSTs' 1, 2, 3, 7, 8 inferred that they lacked the tools like gadgets in adapting to the e-learning. Thus,
making them to be not that satisfied with their e-learning experience.

Sarano et al. 745/752

Psych Educ, 2024, 16(7): 742-752, Document ID:2024PEMJ1496, doi:10.5281/zenodo.10541577, ISSN 2822-4353
Research Article

1.3 Unfamiliar with the Setup

Online learning confused students about how they are able to possibly learn using only digital gadgets. Since they are new to the set
up, it is understandable that they might have little problem adjusting to the situation. Some students were excited, and some were a
little problematic. With the influence of technology, the online learning was possible for everyone (Gautam, 2020). PST 5 & 8 said
that they experienced “culture shock with the e-learning”. Most PSTs'’ says that they have problems in adjusting to cope with the
platforms used in their virtual meetings efficiently. PST 7 said that “other responsibilities at home do not intertwined with my class
schedules causing me to set aside those things.”
“…there were lot of obstacles that we have experienced, and not just me but all the students and teachers as well. Obstacles or challenges
such as the lack of tools like gadgets, unreliable internet connection, new learning method especially adapting to a new process of
learning.”
According to the findings of the study conducted by Barrot, et al. (2021) challenging demur of the students like distortions in their
surroundings, limited capacity spacing of the facility being used and how they utilized this; imply that the difficulties with e-learning
that learners face before the covid-19 surge are somewhat different from the difficulties they typically faced now.
2. Experienced Lack of Learning Outcomes
PSTs responses inferred that what they gained from the e-learning process is not that much. There are things that made them learn less
like being too dependent/complacent and lack of self-discipline to study. Some PSTs said that e-learning doesn’t measure the learnings
of the students.
2.1 Personal Drawbacks
Lin and Nguyen (2021) found that, despite the respondent's ability to engage with the curriculum to some level, there are symptoms of
mental problems, loneliness, and detachment related to their personal and growth of the e-learning space. The responses of PST 7 and
8 shows that students’ become too dependent and complacent with their studies given the fact that it is online and no one is there
monitoring the exam. PSTs 4, 7, 8, 9 responses concludes that the learning outcomes of the students are immeasurable with the e-
learning. “Some students are not that honest enough while answering” they added. It was also inferred in the responses that 4/10 says
tendency of students cheating somehow occurs.
According to the study conducted by Karkar-Esperat (2018) respondents of the study imply that it was hard for them to be motivated
in an online setup because of some factors like the absence of communication towards their classmates, the lack of motivational support
coming from instructors and the absence of response coming from their peers and instructors. Therefore, the implication of this to the
students is that their classes are affected to how motivated they are; parents and society being highly influenced their performance in
class (Lestari, et al, 2022)
3. Adjusting to technology
In conducting the e-learning process, virtual meetings are done through the use of various platforms. Due to the demand of the students
who are taking their courses online, platforms were subjected to shift for the students’ convenience. But with this shifts, students also
faced difficulties in adapting to this.
3.1 E-learning platforms and other application utilization
According to Kaisara et al (2021), the main computer used to access academic content is still a mobile device. Five themes, namely,
isolation, home environment, resources to access Internet and network, and e-learning system accessibility, emerged after an analysis
of the study's findings. These themes encapsulated students' difficulties with online classes. This author contends that in order for e-
learning to succeed, a variety of issues still need to be resolved. Most PSTs said that at first they have troubleshooting with the kind of
platforms use in their virtual classes. At some time the platforms that they used was shifted to a new one, causing some of them having
problem about the phone storage required by each app to be used causing their mobile phones to crash down.
Due to the difference of experience in electronic gadgets, students may have different experiences and difficulties in term of having
online learning. Some of the students have experience studying computer before and gives them the idea on how to handle electronic
gadgets while some are not. In line with this, to identify the difficulties and experiences of the students with online learning, there are
several factors that should be determined just like their prior knowledge of how they will manipulate a certain gadget. (Afghani, 2021).
SOP 2. Ways on how the does the Third Year Pre-service teacher address the challenges encountered
1. Ways in managing hardships throughout the E-learning process.
The gathered data shows that most of the PSTs’ has their own ways of managing the mentioned difficulties. The responses are based
on the difficulties they have which caused them to figure out the things they needed to do in order for them to manage their troubles.

Sarano et al. 746/752

Psych Educ, 2024, 16(7): 742-752, Document ID:2024PEMJ1496, doi:10.5281/zenodo.10541577, ISSN 2822-4353
Research Article

This gives the researchers’ insights to see situations in the online setup that requires the students to self-adjust and have a strong
communication with their peers to survive the E-learning process.

Emergent Themes for Statement of the Problem 2

1.1 Self-adjustment
Despite of several issues and difficulties faced by the PST’s during the conduct of e-learning still there are students who adapted to
this change learned to do preparation before class session in order to avoid distractions and problems during classes. Mercado (2021)
stated that students are more flexible about what is happening, they can adapt to new changes, and they are able to overcome challenges
with ease. Regarding the challenges in online learning, they further said network issues, limited time for synchronous sessions in a
week, lack of motivation, unfavorable learning conditions at home, and failing to conduct actual laboratory experiments were the main
issues they encountered (Mercado, 2021). As pandemic continuous to grow, the PST’s during those days developed such skill to help
them address challenges in e-learning. It is true that adjusting makes everything easier. Adjustment is understood as the one’s meeting
of its psychological and behavioral demands and accepting oneself. It means adjustment as an expression of the one’s ability to fulfill
its psychological and behavioral needs in regards to self-acceptance as well as inclusiveness in circumstances of life, endearing of
social acceptance and participation in community activities with balancing and harmonies. Psychological process of adjustment is
understood as struggling of affection and feeling to adjust oneself to the environment demands and the needs to be accepted and
to be recognized among the others. The behavioral process of adjustment is more understood as attitudes and behavior and the
technique to overcome a challenging situation. It will enable one to fulfill its needs, to reduce challenges as well as to satisfy the
motives and to obtain achievement of balancing and satisfaction.
Furthermore, the adjustment is formulated as the behavioral process by a human to defend an equilibrium among its various needs
and challenges of its environments and circumstances (Suprapto, et al, n.d.). Self-adjustment makes it easier for individuals to adapt
themselves to the environment.
1.2 Self-discipline
Online learning became better for some PST’s because aside from they don’t to go to school everyday accessing learning materials or
acquiring knowledge became easy because one click is good enough for you to go back to what is already discussed and there several
resources online where you can get more information. Students find online education convenient since they have access to materials
around-the-clock (Stec, 2020). Online learning makes education more student-centered, where pupils actively participate in the learning
process and teachers serve as mentors and advisers (Al-Salman & Haider, 2021). Students would prefer that teachers use internet
resources for lectures and hands-on learning activities in person. Some of the PST’s do not take this opportunity for granted there are
students who have still self-discipline when it comes to assessment even they have access on something they still challenge themselves
and trust their knowledge when taking exams. Some of the PST’s do not take this opportunity for granted there are students who have
still self-discipline when it comes to assessment even they have access on something they still challenge themselves and trust their
knowledge when taking exams.
1.3 Collaboration with peers
Shen, et al., 2017 went on to say that, students confidence in utilizing tools in online classes or in reaching to their instructors and their
colleagues are complimentary with learning through their reflection and their learning by observing as well as how they satisfies them.
The authors clearly said that collaborating with peers is one of the strategies used in order for the learners to acquire knowledge. Asking

Sarano et al. 747/752

Psych Educ, 2024, 16(7): 742-752, Document ID:2024PEMJ1496, doi:10.5281/zenodo.10541577, ISSN 2822-4353
Research Article

questions and sharing information is one way to absorb instruction given by the teachers. Most of the PSTs are having a hard time
entering the class consistently because of the poor internet connection in their area. Because of that, the respondents are forced to ask
some information to their classmates and instructors just to cope up with the missed lessons. “I ask my classmates about what happened
(during) the class (and) what did the professor instructed.” PST 8 said. The student self-efficacy is greatly increased by the peer-to-
peer model of collaboration, particularly girls having the highest levels. A notable rise in self-efficacy, researchers came to the
conclusion that this model is a useful tool for fostering self-efficacy development with the students. (Wilmes and Bohnert, 2021)
2. Methods to conquer hardships
PST handled the issues using the methods mentioned above, as shown in their responses. The responses are based on how they handled
the difficulties. The researchers now have fresh insights into how boundaries, family, and friends can help people overcome challenges
in an online environment.
2.1 Supportive Environment
Particularly for the learners, it's critical to create a safe, laid-back environment where students are willing to take risks. Students'
emotional and behavioral regulation is supported, their attention is increased, and their anxiety is decreased in a supportive environment
(Verma, 2019). These themes encapsulated the strategies used by students to succeed in online classes. The author states conclusively
that it assists PSTs in performing better and successively learning better. Voelkl (2012), a caring, supportive environment can impact
students’ identification with school. If students feel that they are cared for and are allowed to participate actively in classroom activities,
they believe that the school climate is positive, supportive and it promotes the sense of belonging and value of the school.This explains
that the respondents must be nurtured with love, care, and support by the family or friends in order to create this environment. While
stress and anxiety are common during the course of an online class, with the aid of those around them, students can lessen these feelings
and improve their performance and attentiveness in the classroom.
2.2 Knowing Priorities
According to PST's responses, they develop the ability to prioritize tasks, which can help them handle their workload. A student should
develop the ability to prioritize their work and rank each assignment according to importance and order of completion. Particularly,
when conducting online classes, it can assist them in organizing their workload and developing a workable plan of action to handle it
effectively. Priorities are important because they can contribute to a student's success on the job and in their personal life, according to
Amber et al. (2019). It makes sure that the students' progress toward the goal is steady, and it can also help the students be productive
and feel less overwhelmed.
Emergent Themes for Statement of the Problem 3

SOP 3. How did these challenges assist the Pre-Service Teacher to prepare for the face-to-face instruction?
1. Digital Literate
Most of the respondents stated that during the e-learning process, they became more knowledgeable in terms of ICT and digital tools
utilization to assist them in their teaching and prepare them for the face-to-face instruction.
1.1 ICT Integration
The integration of ICT as students cope with the introduced mode of learning is a crucial component in how students adjust from e-
learning to face-to-face instruction. This is supported by the complementary approach, which according to Arukaroon & Krairit (2017)

Sarano et al. 748/752

Psych Educ, 2024, 16(7): 742-752, Document ID:2024PEMJ1496, doi:10.5281/zenodo.10541577, ISSN 2822-4353
Research Article

is an approach that helps the learners in their academics.

They also said that these approach helps the students improve their self-discipline in terms of obtaining information and lessons, at the
same time in meeting the deadlines set for the assignments and other activities. Harrell & Bynum (2018) stated in their study that the
skill to effectively manage technology and overcome the barriers associated with integrating technology is essential to effective student
use of technology in education. Simply providing technology in schools and classrooms will not result in increased student
achievement.
1.2 Digital Tools Utilization
The Pre-Service Teachers during e-learning were exposed to the use of digital tools. The use of digital applications help them to become
more creative in delivering their instruction. It gives them the opportunity to be innovative to use different types of tools that will
facilitate them in their teaching practices. Hernández-Sellés et al. (2019) reported the positive relationship between the use of online
collaborative tools (virtual campus, chat, and discussion forum) and the interactions within and between student groups. The time is
becoming more of the digital world.
For this reason, adapting with the utilization of digital tools is important. Encouraging students to use various tools expands learning
and creates an opportunity for hands-on activities and real-world scenarios (Dukuzumuremyi & Siklander, 2018; Morales, et. al, 2019;
Wiburg, Parra, et. al, 2017). Thus, teachers who embrace technology accept challenges and value collaboration, communication,
discovery, innovation, and excellence in teaching and learning.
2. Character Development
In the conduct of online learning scheme most of the PSTs stated that their character towards learning with the access of digital
technologies, has been develop and so with their perspectives towards E-learning in terms of using appropriate strategies for effective
teaching-learning.
2.1 Develop self-discipline towards learning
E-learning is viewed as a potential online tool to promote effective teaching and quality learning". (Encarnacion, E., et al., 2021).
Similarly, to the respondents’ response in line with online learning, through several experiences of the PSTs, it can be inferred that
time management, setting a goal, creating a plan, having a positive mindset, and being patient are the few aspects that contribute to
their learning progress and help them become responsible individuals. And according to Muksin & Makhsin (2021) if students increase
their level of self-discipline in e-learning, then this will contribute to the increase in the level of their academic achievement. This is in
line with the E-Learning process where the PSTs said that having the development for oneself and collaborating virtually with others
can impact the behavior positively.
2.2 Create learning strategies
Help them develop discipline in studying their lessons (Encarnacion, E., et al., 2021). PSTs’ 1, 3, and 6 inferred that finding the right
motivation to help them pursue education was the key that they considered essential to their learning improvement during the conduct
of the e-learning. Moreover, it helped motivate them to handle the different learning challenges in an online setting.
Conclusion
The researchers conclude that the third-year pre-service teachers encountered various challenges during the conduct of E-learning. The
PSTs experiences can be described as “difficult” due to several reasons such as technical problem including the limited resources for
online learning. Inferred on the responses of the PSTs that it has assisted them with becoming free students before they advance into
this present reality and assists them with perceiving the significance of their moral obligation. According to some responses, learning
is difficult during the pandemic. Online education, on the other hand, has a number of advantages and a positive side to it, despite all
of its drawbacks. The pre-service teachers stated that the challenges they have encountered have become a door of opportunity, where
they were able to improve their teaching skills as students while at the same time becoming literate individuals in the access of
technologies, as a medium for all forms of teaching pedagogy and learning schemes including the online platforms and its features.
Lastly, having the opportunity to employ different strategies suited for online learning. In their view, these challenges may have caused
every student to face a major adjustment. However, with the help of the aforementioned learning ways they did, they overcame the
challenges that became beneficial for their learning and teaching experiences.
The following are the recommendations of the researchers to be considered. To the curriculum developer make an advance setting
innovation a consistent in courses offered. For the administrators, make a customized online platform that is suitable for both students
and teachers’ needs in continuing education; provide alternatives to immediately solve problems along the teaching and learning
process. Parents should support their children in giving the necessary things needed by the learners towards their study. For students,
provide an effective tool that accommodates the students’ needs. Teachers must also develop more strategies that can be utilized online
which is also beneficial in face-to-face classes. Lastly, for future researchers, augmentation of teaching and learning strategies can be

Sarano et al. 749/752

Psych Educ, 2024, 16(7): 742-752, Document ID:2024PEMJ1496, doi:10.5281/zenodo.10541577, ISSN 2822-4353
Research Article

opted to help explore the researchers in acquiring new knowledge. Employ a set of variety for learning strategies that promotes a
suitable learning opportunity for students and teachers in dealing challenges encountered.

References

Afghani, A. A. (2021). Evaluating the User Experience of E-Learning in the Distance Education Program at Taibah University.
International Journal of Higher Education (4), 158-159. https://doi.org/10.5430/ijhe.v10n4p151
Al-Salman, S., and Haider, A. S. (2021). Jordanian University Students’ views on emergency online learning during COVID-19. Online
Learn. 25, 286–302. doi: 10.24059/olj.v25i1.2470
Barrot, J.S., et al, (2021). Students’ online learning challenges during the pandemic and how they cope with them: The caseof the
Philippines. Educ Inf Technol 26, 7334–7335 (2021). https://doi.org/10.1007/s10639-021-10589-x
Baticulon, R., et Al. (2021). Barriers to Online Learning in the Time of COVID-19: A National Survey of Medical Students in the
Philippines. Medical Science Educator, 12-13. https://doi.org/10.1101/2020.07.16
Bhandari, P. (2023, June 22). What is qualitative research? | Methods & Examples. Scribbr.
https://www.scribbr.com/methodology/qualitative-research/
CHED-DOH Joint Memorandum Circular (JMC) No. 2021-004: Guidelines on the Implementation of Limited Face-to-face Classes
for All Programs of Higher Education Institutions (HEIs) – Cavite State University. (2022, January 3).
https://cvsu.edu.ph/2022/01/03/ched-doh-joint memorandum-circular-jmc-no-2021-004-guidelines-on-the implementation-of-limited-
face-to-face-classes-for-all-programs-of higher-education-institutions-heis/
Dhawan, S. (2020). Online learning: a panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1),
20–22. https://doi.org/10.1177/0047239520934018
Encarnacion, E., et al. (2021). The Impact and Effectiveness of E-Learning on Teaching and Learning. International Journal of
Computing Sciences Research, 5(1), 383–397. https://doi.org/10.25147/ijcsr.2017.001.1.47
Gautam, P. (2021, May 12). Advantages and Disadvantages of Online Learning. E-Learning Industry.
https://elearningindustry.com/advantage -and-disadvantages online-learning
Gebre, E., et al. (2015). Conceptions of Effective Teaching and Perceived Use of Computer Technologies in Active Learning
Classrooms. International Journal of Teaching and Learning in Higher Education, 27(2), 217–219.
https://files.eric.ed.gov/fulltext/EJ1082880.pdf
Kaisara, G., & Bwalya, K. J. (2020). Investigating the E-Learning Challenges Faced by Students during Covid-19 in Namibia.
International Journal of Higher Education, 10(1), 315. https://doi.org/10.5430/ijhe.v10n1p308
Kanojiya, A. (2020). The impact of online during covid-19 pandemic: students’ perspective maharashta, India. International
Journal for Research in Applied Science and Engineering Teachnology, 8(11), 690.doi: 10.22214/ijraset.2020.32277
Karkar-Esperat, T.M. (2018). International Graduate Students’ Challenges and Learning Experiences in Online Class. Journal of
International Students, 8(4), 1731-1732.doi: 10.5281/zenodo.1468076
Khalil, R., et Al. (2020). The Sudden Transition to Synchronized Online Learning during the COVID-19 Pandemic in Saudi
Arabia: A Qualitative Study Exploring Medical Students' Perspectives. BMC Medical Education, 20(285). doi: 10.1186/s12909
020-02208-z.
Kintu, M.J., Zhu, C. & Kagambe, E. Blended learning effectiveness: the relationship between student characteristics, design features
and outcomes. Int J Educ Technol High Educ 14, 7 (2017), 18-20.https://doi.org/10.1186/s41239-017-0043-4
Lesteri, I. (2022). Students’ experiences on english learning class during online learning: narrative inquiry. Professional
Journal of English Education, 5(2), 357.doi: 10.22460/project.v5i2.p354 359
Li, D. (2022). The Shift to Online Classes during the Covid-19 pandemic: Benefits, Challenges, and Required Improvements from the
Students’ Perspective. Electronic Journal of E-Learning, 20(1), 14 16. https://doi.org/10.34190/ejel.20.1.2106
Lin, Y., & Nguyen, H. (2021). International students’ perspectives on e-learning during covid-19 in Higher Education in
Australia: A study of an Asian student. Electronic Journal of E Learning, 19(4), 241–
251.https://doi.org/10.34190/ejel.19.4.2349

Sarano et al. 750/752

Psych Educ, 2024, 16(7): 742-752, Document ID:2024PEMJ1496, doi:10.5281/zenodo.10541577, ISSN 2822-4353
Research Article

Mayer, R. E. (2019). How multimedia can improve learning and instruction. In J. Dunlosky & K. A. Rawson (Eds.), The Cambridge
handbook of cognition and education, 477-479. Cambridge University Press. https://doi.org/10.1017/9781108235631.019
Mercado, J. (2021). A Phenomenological Study on Students’ Experiences in Learning Physics in an Online Class. Science
Education International 32(4), 388.doi:https://doi.org/10.33828/sei.v32.i4.14
Michelle, E. (2021). Side Effects of Online Education. ELearning Industry. Retrieved November 22, 2022, from
https://elearningindustry.com/side-effects-of-online education
Muller, C. P., & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning
environment: A systematic review of blended learning in higher education. Educational Research Review, 34, 11–12.
https://doi.org/10.1016/j.edurev.2021.100394
Perez-Daes, J. Y. (2022). Readiness of Lyceum of Western Luzon-Zambales, Inc. for Face-To-Face Classes in School Year 2022-2023.
International Journal of Recent Advances in Multidisciplinary Topics, 3(7), 39–43. Retrieved from
https://journals.resaim.com/ijramt/article/view/2259
Rasheed, R. A., et al., (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education,
144, 103701. https://doi.org/10.1016/j.compedu.2019.103701
Singh, V. & Thurman, A. (2019). How Many Ways Can We Define Online Learning? A Systematic Literature Review of Definitions
of Online Learning (1988-2018), American Journal of Distance Education, 33:4, 289-306, DOI: 10.1080/08923647.2019.1663082
Stec, M., et al. (2020). Technology enhanced teaching and learning: exploration of faculty adaptation to iPad delivered curriculum.
Technol. Knowl. Learn. 25, 651–665. doi: 10.1007/s10758-019-09401-0
Tang. Y.M., et al. (2021). Comparative Analysis of Student's Live Online Learning Readiness during the Coronavirus (COVID-19)
Pandemic in the Higher Education Sector. Computers & Education (168). https://doi.org/10.1016/j.compedu.2021.104211
Suprapto, N., et al. (n.d.). Life Adjustment of International Students in Eastern Taiwan. Journal of International Students, 9(2), 630–
632. https://doi.org/10.32674/jis.v9i2.613
Wilmes (Kaus), E., and Bohnert, E,. (2021). The Impacts of Peer to Peer Collaboration on Science Self-Efficacy Among 8th-Grade
Students. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/415
Verma, A. K. (2019). SUSTAINABLE DEVELOPMENT AND ENVIRONMENTAL ETHICS. International Journal on Science,
10(0976–4534), 4-5. https://ssrn.com/abstract=3689046
Voelkl, K. E. (2012). School identification. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student
engagement (pp. 2015–217). Springer Science + Business Media. https://doi.org/10.1007/978-1-4614-2018-7_9
Amber, Q., et al. (2019). Knowledge sharing and social dilemma in bureaucratic organizations: Evidence from public sector in Pakistan.
Cogent Business & Management. 6. 10.1080/23311975.2019.1685445.
Arukaroon, B., & Krairit, D. (2017). Impact of ICT Usage in Primary-School Students’ Learning in the Case of Thailand. International
Journal of Web-Based Learning and Teaching Technologies, 12(2), 39–41. https://eric.ed.gov/?id=EJ1131989
Harell, S., & Bynum, Y. (2018). Factors Affecting Technology Integration in the Classroom. Alabama Journal of Educational
Leadership, 5, 15–17. https://eric.ed.gov/?id=EJ1194723
Hernández-Sellés, N., et al. (2021). Factors influencing students’ perceived impact of learning and satisfaction in Computer Supported
Collaborative Learning, Computers & Education, 174, 2021, (104310), ISSN 0360-1315, 8-9.
https://doi.org/10.1016/j.compedu.2021.104310.
Muksin , S. N. B., & Makhsin, M. B. (2021). A Level of Student Self-Discipline in E-Learning During Pandemic Covid-19. Procedia
of Social Sciences and Humanities, 1, 278-283. https://doi.org/10.21070/pssh.v1i.59
Yan, L., et al. (2021). Students’ experience of online learning during the COVID‐19 pandemic: A province‐wide survey study. British
Journal of Educational Technology, 52(5), 2050–2057. https://doi.org/10.1111/bjet.13102
Rivera-Vargas, P., et al. (2021). Exploring students’ learning experience in online education: analysis and improvement proposals
based on the case of a Spanish open learning university. Educational Technology Research and Development, 69(6), 3367–3389.
https://doi.org/10.1007/s11423-021-10045-0

Sarano et al. 751/752

Psych Educ, 2024, 16(7): 742-752, Document ID:2024PEMJ1496, doi:10.5281/zenodo.10541577, ISSN 2822-4353
Research Article

Affiliations and Corresponding Information

Jaylor Sarona
Western Mindanao State University – Philippines
Santie Arbie
Western Mindanao State University – Philippines
Franz Liecel Cañete
Western Mindanao State University – Philippines
Rochelle Escosio
Western Mindanao State University – Philippines
Jessa Mae Dablo
Western Mindanao State University – Philippines
Genevie Perez
Western Mindanao State University – Philippines
Grace Shele Roldan
Western Mindanao State University – Philippines
Alvin Tagaytay
Western Mindanao State University – Philippines

Sarano et al. 752/752