Learning in a Borderless Classroom: A Phenomenological Study of Learning During Education Disruption

Marlon Sto. Domingo Pontillas

Abstract


This phenomenological study explores the multidimensional digital learning experiences of students at Camarines Sur Polytechnic Colleges, Philippines, during the transition to remote learning prompted by the COVID-19 pandemic. While numerous studies have examined online learning, there remains a gap in understanding how students in resource-constrained, multilingual contexts cope with digital education, particularly in provincial state colleges. Conducted during the academic year 2022–2023, this study aimed to (1) decipher how students coped with the digital divide and diverse learning styles and (2) understand the strategies they employed in adapting to educational shifts. Using a qualitative phenomenological approach, purposive sampling was employed to select college students who had undergone prolonged digital learning. Data were gathered through in-depth interviews. Four key themes emerged: Adaptation and Resilience in Digital Learning, Digital Divide and Access Challenges, Social Interaction and Community Building, and Enhanced Understanding Through Multilingual Approaches. Findings revealed that despite technological limitations, students demonstrated resilience and proactive learning attitudes. However, access to digital tools and stable connectivity posed significant barriers. The study also highlighted the role of virtual social interactions in fostering community and the effectiveness of multilingual approaches in promoting inclusivity and cultural relevance. The study addresses a crucial gap by bringing to light the lived experiences of digitally marginalized students in multilingual communities. It recommends that educators and policymakers promote equitable digital access, strengthen digital literacy programs, and adopt linguistically and culturally responsive teaching strategies to create an inclusive, interactive, and equitable borderless learning environment.

https://doi.org/10.26803/ijlter.24.3.8


Keywords


Digital Divide; Digital Learning; Multilingual Education; Online Education; Phenomenological Study

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References


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