NAVIGATING THE SHIFT: EXPERIENCES OF COLLEGE STUDENTS TRANSITIONING FROM ONLINE TO IN-PERSON LEARNING MODALITIES

Marah Catherine R. Abundo, Apple Shane Barao, Maria Cassandra Maui Butay, Diana Mea R. Dumaoal, Kim Bernadette B. Juan, Shainah Janel A. Lazaro, Althea Edhelleveisse C. Mateo, Maria Stephanie Padayao, Kassandra Mae G. Romosod, Katrina Mae G. Romosod, Roselyn P. Rosete, James Cesar A. Metiam

Abstract


This study examines the academic experiences of college students transitioning from online to in-person learning. Conducted through qualitative research using a semi-structured questionnaire and thematic analysis, the study identifies key challenges and support mechanisms encountered by students. Findings reveal that during online learning, students struggled with poor internet connectivity, lack of proper learning environments, and limited interaction with instructors, which affected their academic performance and engagement. As students transitioned back to face-to-face classes, they faced difficulties adjusting to structured schedules, increased academic workloads, and financial strains. However, the return to in-person learning also brought positive outcomes, including improved student motivation, better peer interaction, and more direct instructor feedback. Support from family, peers, and empathetic teachers played a crucial role in helping students cope with these transitions. The study underscores the importance of providing both academic and emotional support to students during transitions in educational modalities.

 

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Keywords


academic experiences, in-person learning, online learning, transition

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References


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DOI: http://dx.doi.org/10.46827/ejoe.v10i2.5966

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