Using quantitative-qualitative research methods, this study tries to describe the college student experiences and preferences
in online and distance learning in the different public and private state universities and colleges (SUCs) in Camarines Sur.
Specifically, this study: (1) recorded and analyzed the experiences of high school and senior high school students on online and
distance learning; (2) identifiedthe challenges they encountered; (3) determined their coping mechanism of students to deal with
identified challenges; (4) described the initial support given by parents, and instructors to address these challenges; and (5)
assessed the college students’ preferences on online and distance learning.
The main respondents of the study were 1,225 college student learners of public and private SUCs in Camarines Sur using
online learning system. Different schools were distributed to cater different responses from the varied scenarios as challenges
experienced by students in online and distance learning. Online interview was also conducted to clarify some responses and
validate some data for interpretation.
Findings revealed that there are commonly varied of causes of poor attendance of college students in online classes. These
are due to poor internet connectivity, disappointments/loss of motivation, instructor’s factor, due to difficulty in learning and due to
other causes such as lack of financial support, household errands, geographical location and weather condition, unannounced
blackout/power interruptions and poor mobile phone gadget/services. Some other causes are also true to the challenges on
attendance and punctuality of students. Other challenges are lack of discipline/focus, difficulty in completion of modules,
forgetfulness/poor time management. Meanwhile, another challenge in online and distance learning is how do students acquire
knowledge and skills. Among other challenges are poor assessment, emotional state, disappointment and lack of focus, negative
attitudes towards online and distance learning and the need for instructors’ input.