Modular Distance Learning: a Phenomenological Study on Students' Challenges and Opportunities During Pandemic

Learning remotely during the COVID-19 pandemic is challenging. As educational institutions have been closed to cope with the pandemic, modular distance learning was adopted and implemented as an alternative mode of learning which led students to experience learning challenges and opportunities. This study aimed to determine the learning challenges faced by students and the learning opportunities gained by them on modular distance learning during the pandemic. This phenomenological- qualitative research design was conducted on the College of Education students at Mindanao State University – Tawi-Tawi College of Technology and Oceanography, Bongao, Tawi-Tawi, Philippines. The respondents were selected using a purposive sampling technique based on the judgment of the researcher who is best qualified to achieve the objectives of the study. An Interview Guide was utilized to gather information about their views on their learning experiences during the pandemic Recorded conversation was preserved, and the transcript was utilized to treat the data through thematic analysis. Based on the findings of the study, students commonly experienced learning challenges such as poor/unstable internet connection; understanding the lesson/content comprehensively; time management, financial constraints; students’ well-being; and insufficient learning resources. Meanwhile, the common learning opportunities gained them were an opportunity to become a responsible and independent learner; to become digitally literate; to learn from home; to enhance writing, reading comprehension, and critical thinking skills; and to value time. Consequently, these students of MSU-TCTO experienced several learning challenges and opportunities with modular distance learning during the pandemic. These learning challenges have stilted their time, health, money, and overall learning. On the other hand, the learning opportunities have contributed positively to enhancing their skills and potential in different facets of learning. However, though these students have coped with the challenges of modular distance learning during the pandemic, teachers should not forget their vital role in developing more creative initiatives to deliver quality education to students similar to face-to-face learning. As such, they should develop a self-learning module that is appropriate to the context of the learners. Learning activities should be lessened and time should be flexible for students to elude all the challenges they experienced. In like manner, students should also take part in achieving authentic and meaningful learning whether in school or at home