JANETTE CALIMAG
DOI: https://doi.org/This study explored the learning experiences, challenges, and recommended solutions of Bachelor of Education students at Kalinga State University during the shift to online learning. Using a qualitative approach, researchers interviewed forty participants from across all program levels. Findings revealed that online learning significantly enhanced students' digital and research skills. Participants reported becoming more proficient with technology, discovering new educational websites, and developing critical analysis abilities to evaluate online information and avoid fake news. However, the mode also presented considerable challenges. These included difficulties in understanding lessons without face-to-face interaction, a tendency to procrastinate and submit work late due to flexible submission settings, and the temptation to rely on the internet for answers instead of deep review. An overwhelming workload from back-to-back academic activities was also cited as a major factor hindering learning. Recommended solutions emphasized shared responsibility. Students suggested exercising greater self-discipline, managing their time effectively, and conducting independent research beyond provided materials. For teachers, participants recommended focusing on clearer lesson explanations, providing constructive feedback, and allowing adequate intervals between assignments. To institutionalize improvements, the study further recommends strengthening teacher-student relationships, providing student seminars on time management for the transition back to face-to-face classes, and conducting continuous training for faculty on innovative teaching strategies to maintain high-quality education.
