Phenomenological Exploration of Teachers' and Students' Experiences with Digital Learning Platforms

Abstract

Educational technology has become an integral part of modern teaching and learning, yet understanding the subjective experiences of those who interact with these tools remains underexplored. While existing research has focused on the effectiveness of digital platforms, limited attention has been given to the personal, lived experiences of teachers and students in these environments. This study addresses this gap by investigating how digital learning platforms are experienced in everyday educational settings, focusing on the challenges and opportunities they present. Using a phenomenological approach, this research examines the personal narratives of 12 teachers and 15 students to explore their perspectives on digital platform use. The findings indicate that while both teachers and students value the flexibility and connectivity provided by digital platforms, they also face significant challenges, particularly related to usability and the loss of personal interaction. These emotional and experiential impacts underscore the importance of actionable recommendations for digital platform design, including a focus on improving usability and fostering more meaningful interaction. These experiences highlight the need for more user-friendly platforms and additional support for both teachers and students to effectively integrate technology into teaching and learning. This study contributes to a deeper understanding of the emotional and experiential impacts of digital technology in education, with implications for the design and implementation of future digital learning tools.