Exploring Students' Experiences of Remote Learning: Highlighting Emotional Well-Being and Technological Adaptation during the COVID-19 Pandemic
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Abstract
The field of online learning has grown significantly, especially during the COVID-19 pandemic, where educational institutions worldwide shifted to remote learning. While existing studies focus on the technological and academic aspects of digital education, less is known about the emotional and social experiences of students engaged in this learning mode. Despite the wealth of data on effectiveness, a significant gap exists in understanding how students emotionally and socially navigate online learning. This study employs a phenomenological approach to explore the lived experiences of students during remote learning, aiming to address this gap. Data was collected through semi-structured interviews with 15 students, focusing on their perceptions of technological barriers, emotional challenges, and coping strategies. Thematic analysis revealed that students faced substantial technological difficulties and feelings of isolation, yet 10 out of 15 students reported developing adaptive coping strategies, such as forming peer support networks, which helped them manage these challenges. The findings underscore the need to integrate emotional and social support into remote learning environments. This research contributes to a deeper understanding of the student experience and highlights areas for future improvement in digital education strategies.
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