The rise of the pandemic in 2019 resulted in drastic changes in major industries in the country, one of which is the field of education. Major universities and colleges changed the educational landscape from face-to-face to online to provide continuity of learning lockdowns where the mass gathering is not allowed. To respond to the needs of learners, certain HEIs in the country have implemented proactive policies for continuing education. This abrupt change forced students to adapt to the new platform. This study aimed to gain a deeper understanding of students real-life experiences with online learning. A purposive sampling was used, to identify twenty Holy Name University college students serving as participants. This research utilized a qualitative research design. Data was gathered through a semi-structured interview guide and were analyzed using Braun and Markes (2006) Thematic Analysis. Results show that students were confronted with many challenges in carrying out their tasks and activities. Among others, internet connectivity and low-specification devices hinder them from accomplishing tasks on time. They also found it challenging to adapt to the new platform of lesson delivery. Despite this situation, students proved to be flexible enough to use strategies to help address the difficulties they encountered. In addition, results show that teachers teaching presence is exceptionally significant in the classroom and even more so in online learning classes.

drawbacks

online asynchronous classes

thematic analysis

opportunities