A phenomenological study on the problems, challenges and coping mechanisms of students in learning Filipino through e-learning during the pandemic

 Corresponding author: Mubarak M. Tahir Copyright © 2025 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0. A phenomenological study on the problems, challenges and coping mechanisms of students in learning Filipino through e-learning during the pandemic Mubarak M. Tahir 1, * and Elleine Rose A. Oliva 2 1 Department of Filipino, Mindanao State University - General Santos City, Philippines. 2 Professional Schools University of Mindanao - Davao City, Philippines. World Journal of Advanced Research and Reviews, 2025, 28(01), 2196-2213 Publication history: Received on 22 September 2025; revised on 28 October 2025; accepted on 31 October 2025 Article DOI: https://doi.org/10.30574/wjarr.2025.28.1.3696 Abstract This research aimed to uncover the difficulties, issues, and survival strategies of e-learning students in the field of Filipino language learning during the COVID-19 pandemic. The present study identified and investigated the challenges, problems, and coping strategies of students involved in their learning experiences. The researcher employed a qualitative-descriptive research design supported by a phenomenological approach. For participant selection, purposive and criterion sampling methods were applied at one university in General Santos City, Philippines. To collect the data and answer the research questions, the researcher conducted a focus group discussion (FGD). The themes that arose from the data obtained were as follows: problems with Wi-Fi or data connections; the challenge of managing household duties and e-learning; no rightful e-learning space; self-learning; research and inquiry; difficulties in obtaining a reliable and strong Wi-Fi connection; lack of knowledge in using the software/LMS; and interruptions due to noise and nearby activities. It was also revealed that students' coping strategies in response to these challenges and problems include persistent learning about software/LMS, self-belief, and effective time management. The findings of this study show that a variety of first-order issues encountered by students in e-learning during the COVID-19 pandemic were eventually overcome through the use of different coping strategies. In brief, even though the pandemic brought about changes to the educational system, students managed to develop preliminary solutions. Keywords: COVID-19; Education; E-Learning; Qualitative; Focus Group Discussion; Thematic Analysis 1. Introduction The COVID-19 pandemic has caused substantial shifts in the global educational system, and the Philippines has been no exception. The unexpected transition from everyday face-to-face teaching to remote learning made e-learning the new face of education. Although this change ensured educational continuity, it also created new problems for learners. The majority of students who were at home due to the pandemic felt that they had learned little or nothing, with the absence of knowing more pronounced information among those who were economically disadvantaged (Engzell, Frey, and Verhagen, 2021). E-learning became the principal means of education during the pandemic. The institutions that were technologically integrated into education, however, found it easier to cope with this change. In contrast, others were left with students who had no prior experience with the e-learning platform. E-learning is viewed as a potent technology that provides direct access to knowledge and information and promotes self-directed learning (Alenezi, 2018). On the other hand, the rapid and widespread adoption of this technology has highlighted the accessibility and readiness issues that lie beneath both students and institutions. World Journal of Advanced Research and Reviews, 2025, 28(01), 2196-2213 2197 One of the most urgent issues in e-learning implementation is the lack of reliable internet connectivity. Many students were very upset with slow or unreliable internet service, especially since many classes required everyone to be online at the same time. Some students have no access to the internet at home or face other problems, such as a lack of highquality learning devices and poor network infrastructure (Mahyoob, 2020). The barriers included inadequate computer laboratories, the absence of personal computers or laptops, and various technical issues. These hardships also involve the same stakeholders' concerns regarding infrastructure, technology, management, institutional support, implementation, and pedagogy (Nuhu, Ibrahim, and Oladipo, 2023). In this context, it becomes necessary to scrutinize, evaluate, and situate the day-to-day realities of Filipino students within the broader picture above and beyond the pandemic lockdown and e-learning modes of instruction. There have been various e-learning studies across the globe; however, it is more important to present findings from the Philippines to highlight the peculiarities of Filipino learners, such as their skills, capacities, experiences, and socioeconomic difficulties. Acknowledging these realities can foster an understanding that may make decision-makers and educational leaders more effective at developing locally needs-based solutions rather than relying on imported solutions that may not fit well with the Philippine educational system and resources. The research at hand is highly relevant and valuable in the contemporary context. It addresses the problems in education that the pandemic has created, elucidates the challenges and supports students through e-learning. The findings, when placed in the context of Filipino learners' experiences, contribute not only to the body of knowledge on digital education but also to a source of recommendations for improving accessibility, digital infrastructure, and pedagogical support in the Philippines. In the end, the study highlights that the pandemic, which disrupted traditional learning systems, also facilitated the review and strengthening of teaching and learning practices that are now more resilient to future crises. 2. Literature Review 2.1. Related Laws on the Implementation of Learning Modality The transition and transformation of the education system during the onset of the COVID-19 pandemic in the Philippines required the immediate implementation of policies at various levels of the community nationwide. With the enactment of Republic Act 11469 (2020), also known as the Bayanihan to Heal as One Act, the Inter-Agency Task Force for the Management of Emerging Infectious Diseases (IATF) implemented community quarantine guidelines to control the impact of the COVID-19 pandemic in the country (IATF, 2020). These standards and policies included the strict enforcement of safety and health protocols such as physical and social distancing, the closure of nonessential businesses and establishments, and the suspension of classes in schools. The restrictions imposed by community quarantine and the continuous threat of the pandemic to the health and safety of Filipinos resulted in the postponement of school openings across all public basic education institutions, while several private and public higher education institutions (HEIs) also experienced delays of several months. In both basic and higher education institutions, traditional teaching and learning have shifted toward flexible learning, as mandated by the Department of Education (DepEd) and the Commission on Higher Education (CHED). This shift in the learning modality stemmed from CHED’s directive requiring HEIs to open classes in August while prohibiting regular face-to-face instruction (Rocamora, 2020). Moreover, the agency promoted flexible learning that focused on the design and delivery of programs, courses, and learning interventions according to time, place, process, and learning outcomes (Cervantes, 2020). This change in the educational system necessitated new learning management systems (LMSs), capacity building and training for teachers, and repositories of flexible learning resources. The shift to flexible learning delivery has become essential despite various challenges in remote or online learning, such as unequal access to the new learning modality caused by the socioeconomic status of students (Simbulan, 2020). One institution affected by this educational transition was Mindanao State University–General Santos City, pursuant to Presidential Proclamation No. 922 and Executive Order No. 11, s. 2020, issued by the Mayor of General Santos City regarding the suspension of classes in both public and private schools. Correspondingly, the Office of the MSU System President released a memorandum that became the basis for Memorandum Order No. 014--20C, declaring the suspension of all classes in MSU–General Santos in March 2020. World Journal of Advanced Research and Reviews, 2025, 28(01), 2196-2213 2198 In response, the Commission on Higher Education (CHED) issued Memorandum Order No. 04, series 2020, titled Guidelines on the Implementation of Flexible Learning, on September 25, 2020. This memorandum order outlined the fundamental principles and guidelines for implementing flexible learning. CHED also conducted a Public Orientation on CHED Memorandum Order (CMO) No. 4, series of 2020, to further explain the Guidelines on the Implementation of Flexible Learning. 2.2. Challenges and Issues Faced by Students in the Use of E-Learning Even before the COVID-19 pandemic, the use of e-learning was gradually introduced in schools. Students became more familiar with technology following the social media revolution over the past decade. The term “e-learning” is more appropriate and applicable to universities and educational institutions (Dutta, 2020). With the arrival of the “new normal,” educational processes rapidly transformed and had to start from the most basic level. E-learning can enhance the educational process; however, to maximize its benefits and performance, both teachers and students must possess the knowledge and capacity to link technology to teaching and learning. The effectiveness of e-learning can be determined through three key elements: (1) institution, which refers to teachers who are knowledgeable in using digital tools to enhance learning; (2) their ability to interact with students and create a conducive learning environment; and (3) their creativity in capturing student attention (Tham and Werner, 2005). Teachers and administrators were tasked with revising course syllabi and requirements toward alternative or remote teaching modalities—both synchronous and asynchronous—where teachers and students were expected to have access to electronic devices; reliable internet connections; learning management systems such as Canvas and Blackboard; and communication tools such as Google Hangouts, Zoom, and Skype. For students with limited access to computers or the internet, teachers and students use smartphones to exchange messages through text messaging, email, Facebook Messenger, and Twitter (Simbulan, 2020). The 21st century is known as the age of technology, which plays a significant role in people’s lives and serves as a key driver of economic growth. A nation with limited technological advancement cannot keep up with the times, as technology makes everything easier and faster. Its impact is evident across different disciplines, particularly in education (Nagasubramani and Raja, 2018). There is no single reason why technology is essential in the learning process, but it is clear that it surrounds every learner in postsecondary education who must be aware of new software technologies and trends. In essence, technology has become an integral part of the educational system. However, despite the recognition of its benefits, students face several challenges, such as the limited technical capabilities and functionality of certain software (Swan, 2017). These technological needs require skills to be overcome, in addition to financial considerations for accessibility. Given the diversity of e-learning platforms, students must develop proficiency in using them effectively. E-learning is a form of technology that supports teaching and learning through computers and web-based platforms, connecting teachers and students from different geographical locations. The rise of the internet and multimedia technologies has enabled the implementation of e-learning (Wani, 2013). The COVID-19 pandemic accelerated the use of various online platforms and educational tools. However, the most significant issues in implementing e-learning include accessibility, affordability, flexibility, learning pedagogy, lifelong learning, and educational policy (Chhetri and Pokhrel, 2019). Arkorful and Abaidoo (2015) explored the implementation of e-learning, emphasizing that it relies heavily on access to technology—specifically, computers and the internet. Without these tools, students cannot participate in e-learning. Interruptions in connectivity and other barriers may hinder learning (Sadeghi, 2019). One of the primary concerns is security, particularly when e-learning is not aligned with active learning processes. Many countries continue to face unreliable internet connections and lack digital access. Even in developed nations, some students cannot afford online learning devices and are at risk of excessive exposure to digital tools. Another significant challenge is the lack of skills in using e-learning tools. A study involving 424 universities worldwide revealed that institutions affected by the pandemic—particularly in research, conferences, and international education—had to adopt online learning and address issues of access to technology and teacher preparedness in delivering online courses (Gayathri et al., 2018). Other common issues include the limited functions and space of certain LMS software, which can reduce student interaction, increase time constraints, and cause frustration (Swan, 2017). World Journal of Advanced Research and Reviews, 2025, 28(01), 2196-2213 2199 In the study conducted by Sarvestani et al. (2019), several challenges encountered by students in the implementation of e-learning were identified. These include educational problems, which refer to students’ difficulties in analyzing content, objectives, and learning materials, resulting in a decline in learning quality. Organizational issues were also observed, particularly the lack of attention to institutional or organizational factors that affect the overall effectiveness of e-learning. Ethical issues emerged as another concern, highlighting the failure to meet learners’ ethical and fieldspecific needs. In terms of technological infrastructure, the study highlighted the absence of advanced software and hardware necessary to support e-learning systems. Additionally, support issues, particularly the inadequacy of institutional support services available to assist students in navigating online learning, were noted. Evaluation problems were also identified, including inconsistencies in electronic assessments and the limited practical application of evaluation skills among professors. Finally, the study emphasized management issues, such as the lack of managerial competence and insufficient allocation of funds for the effective implementation and maintenance of e-learning systems. 2.3. Opportunities Brought by E-Learning The application of e-learning has a significant effect on higher education. Today, students have the freedom to choose the most suitable learning mode that aligns with their preferences. Prior studies have shown that the effective implementation of e-learning can address authentic learning and achievement issues (Al-Azawei, Parslow, and Lundqvist, 2016). Education plays a crucial role in learning across all levels. It is a shared responsibility—not only of students, teachers, and parents but also of the entire community that supports a child’s dream to study. For many years, the Philippine education system has been entangled with various problems. However, through unity and collaboration, the vision of a brighter future for Filipino learners and the nation remains attainable—even amid the COVID-19 pandemic (Pacleta, 2020). Private and public higher education institutions (HEIs) were compelled to adjust to social and educational needs, particularly as face-to-face interactions and mass gatherings were prohibited. As a response, leading universities and colleges in the Philippines—such as the University of the Philippines, De La Salle University, and Ateneo de Manila University—members of the ASEAN University Network—transitioned to innovative modes of teaching, research, and service delivery. Faculty members and administrators shifted to work-from-home arrangements (Simbulan, 2020). In this new educational landscape, teaching and learning modes, methods, strategies, and pedagogies have evolved— primarily occurring within the home setting. This is referred to as the new normal in education, marked by the increased use of online and e-learning tools. COVID-19 has transformed the way people learn worldwide, as educational institutions rely on e-learning platforms to continue instruction (Gautam, 2020). E-learning has become the core of student learning and the foundation for educational continuity. Digital learning is now essential as a reference point for students globally, signifying a complete shift in educational delivery (Gautam, 2020). It also enhances teaching methodologies, helps reduce the costs and time spent by students, and fosters digital competence and lifelong learning skills (Thuy, Hoang, and Phong, 2022). During the pandemic, e-learning has played a vital role in distance education, supported by communication technologies such as television, videotapes, computers, email, and the internet. E-learning involves any learning experience anchored on the internet or the Worldwide Web (WWW) as the main medium of communication and content delivery. The potential benefits of online learning include increased access, improved learning quality, better preparation for a knowledge-based society, lifelong learning opportunities, and many others (Appana, 2008). The migration of teaching methods by universities, faculty, and students highlighted both challenges and opportunities during the crisis. Moreover, online learning differs from emergency remote teaching, as the latter focuses on continuity rather than long-term instructional design (Adedoyin and Soykan, 2020). The rapid shift in the education system also demanded equally rapid adaptation of e-learning pedagogies, requiring skills and expertise in technology aligned with the platforms being used. The most appropriate pedagogy for e-learning depends on the proficiency and exposure of teachers and students to information and communication technology (ICT). Common online platforms—such as Microsoft Teams, Google Classroom, Canvas, and Blackboard—facilitate unified communication, collaboration, and course creation. These tools include workplace chats, video meetings, and file storage, enabling organized classes and efficient workflows. They also support the sharing of files (words, PDFs, Excel World Journal of Advanced Research and Reviews, 2025, 28(01), 2196-2213 2200 files, audio files, videos, etc.) and allow teachers to assess learning through online quizzes and rubric-based assessments (Petrie, 2020). The redefined classroom model involves providing learning resources—articles, prerecorded videos, or YouTube links—before class sessions. Online class time is then used for deeper discussions between teachers and students. However, this setup is not always stable, as some schools have been forced to cancel online classes due to students’ unequal socioeconomic conditions, which limits access to such modalities. Despite these difficulties, e-learning presents valuable opportunities for both students and teachers to engage with digital educational tools, such as mobile-based, computer-based, and web-based learning (Judd et al., 2020). Today’s students differ from those of previous generations—they are digital natives, highly immersed in the virtual and digital world, and active participants in e-learning through various technologies that serve different purposes (Mahyoob, 2020). From the related studies and literature reviewed, it is evident that the COVID-19 pandemic profoundly impacted the global education system, leading to the immediate transformation of learning modalities across all levels. This transformation—known as the new normal—introduced e-learning as a new form of learning delivery via various platforms. Despite its advantages, e-learning also has disadvantages for students, as it is influenced by factors such as institutional readiness, socioeconomic status, and geographical location. Two years into its implementation in Philippine universities and colleges, e-learning continues to evolve. There are signs of flexible adaptation to the new normal, and it is possible that the advantages of e-learning are now beginning to outweigh its earlier challenges. 3. Methodology The researcher chose a qualitative research design for his study. Qualitative research involves the gathering and interpretation of nonnumeric data for the purpose of understanding ideas, beliefs, or experiences. It can serve as a means to better understand the issue or to develop a whole new set of research ideas. This method is widely used in the humanities and social sciences, especially in anthropology, sociology, education, health, and history (Bhandari, 2020). Moreover, qualitative research is considered a primary design that aims to reveal and investigate meaningful information. Its objective is to acquire knowledge of hidden reasons, opinions, and desires. It clarifies the issues or supports the development of ideas or theories for future research. This design was applied to deepen understanding and provide a thorough analysis of participants' experiences, coping strategies, and perspectives (Chali, Eshete, and Debela, 2021). The phenomenological approach in qualitative research can be traced back to the Latin and Greek roots of the word phainomenon, which together imply “to appear” and “to show”; thus, the philosophy of phenomena. 1) The movement, founded by Husserl, as Harris (1987) and cited by Bayer (1991), focuses on elaborating experiences in detail, not through repeating definitions, metaphysical presuppositions, or philosophical questions at all. 2) It is “the science of phenomena as opposed to the science of being” (Collins English Dictionary, 1991). Therefore, phenomenology involves sorting out experiences without arguing about their existence. This approach highlights the real and lived experiences of every individual. The focus is on the everyday experiences shared by the participants that the researcher seeks to understand (Chali et al., 2021). Mambrol argues (2019) that a phenomenological design is the study of an individual's experience and reaction to various situations. Moreover, how a person governs himself or herself is a vital aspect of this analysis. In this research method, the researcher can determine the real-life situation, main concerns, and feelings of the participants. In addition, this approach helps researchers develop a significant connection with participants, which is essential for this technique (Chali et al., 2021). Jill (2016) asserts that the phenomenological qualitative research design is a data interpretation procedure consisting of interviews, observations, documentation, and other sources, together with a responsible presentation of the information gathered from the study's key informants. This approach is commonly applied to problems affecting individuals and is intended to portray and comprehend every statement or viewpoint related to the issue. Descriptive data are often needed, and compared with quantitative research, it is harder to analyze results, as she noted. She also explained that qualitative research is advantageous when dealing with individuals because it offers more profound ways of thinking and feeling about people. This study adopted a phenomenological design because it is a theoretical tool for education. The design enables the researcher to participate World Journal of Advanced Research and Reviews, 2025, 28(01), 2196-2213 2201 in various activities that depict and elucidate complex phenomena, such as the different features of human social experience (Alhazmi and Kaufmann, 2022). This approach is commonly applied to problems affecting individuals and is intended to portray and comprehend every statement or viewpoint related to the issue. Descriptive data are often needed, and compared with quantitative research, it is harder to analyze results, as she noted. She also explained that qualitative research is advantageous when dealing with individuals because it offers more profound ways of thinking and feeling about people. This study adopted a phenomenological design because it is a theoretical tool for education. The design enables the researcher to participate in various activities that depict and elucidate complex phenomena, such as the different features of human social experience (Alhazmi and Kaufmann, 2022). 4. Results This investigation used a qualitative research design to analyze students' learning experiences—problems, challenges, opportunities, and outcomes—through e-learning during the COVID-19 pandemic. Five subjects participated in the study and answered each question individually via a questionnaire. The researcher allowed the subjects to express their responses in terms of their choice of medium and language. They were then able to elaborate on their answers during in-depth interviews and a focus group discussion. The data and information obtained from the participant’s recorded responses were immediately transcribed by the researcher for data analysis. The transcription was made from video recordings of Google Meet conference sessions. Every single word of the participants was listened to and interpreted, ensuring the accuracy of the data and information. The finished transcripts of the interviews then became the basis for analysis, from which the main themes and core ideas emerged. 4.1. Situations that influence students’ experiences of challenges and problems in using e-learning The interviews with the participants revealed three main themes related to the situations that affected the students’ experiences with challenges and problems in e-learning. These problems include (1) problems with Wi-Fi or data connections and (2) difficulty managing household duties alongside e-learning. In the opinion of the participants, all used laptops and mobile phones for their e-learning, as these were the main tools for submitting activities and participating in online discussions. The experiences they shared were quite diverse with respect to the situations that made it difficult for them to access and create issues with e-learning use. Moreover, the three themes were derived from interviews with the selected participants on the basis of their specific challenges and problems with e-learning. These themes include (1) problems concerning the availability of a strong and stable wi-fi connection (connectivity issues); (2) lack of knowledge in using software or learning management systems (poor knowledge about the software/LMS); and (3) disturbances caused by noise and events in the surrounding environment (distractions from surroundings). The situation was similar for the main tools of e-learning used in the interviews: the Learning Management System (LMS). Cutting off internet access directly impacts learner engagement, so weak or unstable connections via either WiFi or mobile data are problematic. Table 1 shows the main themes and ideas derived from the analysis of the participants’ responses. The participants' specific responses are also evident in Table 1, which organizes the primary themes and key ideas that emerged from the analysis. World Journal of Advanced Research and Reviews, 2025, 28(01), 2196-2213 2202 Table 1 Students’ experiences in learning Filipino through e-learning Main Themes Key Ideas Difficulty with Wi-Fi or Data Connection It is difficult when the internet cannot be maintained or is unstable Slow internet causes unexpected disconnection from online class Difficult to communicate with those without internet or Wi-Fi No reliable internet connection Mobile data is unreliable Difficulty Balancing Household Responsibilities and ELearning Sudden tasks are given while in class There are disturbances or interruptions in the learning process Lack of focus in class due to household chores Family-related problems Lack of a Space Conducive to E-Learning The environment is not suitable for learning The home is not conducive for e-learning The number of people at home causes distractions to learning The presence of people and noise reduces focus in class Problems with the Strength and Stability of Wi-Fi or Data Connection Unstable signal and internet connection Absence of signal and internet connection Sudden or unannounced internet interruptions Lack of Knowledge in Software/LMS Problems using different e-learning platforms Lack of knowledge in using software and applications Unfamiliarity with online tools for e-learning Barriers Caused by Noise and Surrounding Events Noisy environment Unable to hear when speaking Lack of focus due to other activities 4.1.1. Difficulty with Wi-Fi or Data Connection As the first theme, participants openly shared their e-learning experiences, highlighting that their primary tools were laptops and cellphones. These technological devices serve as key instruments for accessing and participating in synchronous classes, which require strong Wi-Fi or data connections. However, like many others, internet connections are unstable, and even mobile data are sometimes unreliable. The main issue affecting participants' e-learning experience under the theme "Difficulty with Wi-Fi or Data Connection" was poor connectivity, whether through Wi-Fi or mobile data, which hindered access to and participation in e-learning platforms. 4.1.2. Difficulty in Balancing Household Responsibilities and E-Learning Given that the second theme emerged, since e-learning is not a traditional classroom-based learning system, the participants were confined to their homes. However, this stay-at-home order affects their learning, as has been the case for many students. Those who completed their e-learning at home experienced interruptions and disruptions in their learning because they had to manage both household responsibilities and e-learning simultaneously. The central theme, “Difficulty in Balancing Household Responsibilities and E-Learning,” led the researcher to discover the problem of using the home as a place of learning, as participants noted that loss of concentration or focus was a common issue. The loss of concentration or focus was caused by household tasks, which disrupted the learning process. World Journal of Advanced Research and Reviews, 2025, 28(01), 2196-2213 2203 4.1.3. Lack of a Space Conducive to e-Learning On the basis of the theme “Difficulty in Balancing Household Responsibilities and E-Learning”, it was also revealed that staying at home while engaging in e-learning posed additional challenges due to household environmental factors. This led to the emergence of another theme: the lack of space conducive to e-learning. The unsuitability of the home learning environment was perceived as not conducive to participants’ learning, as they affirmed. 4.1.4. Problems with the Strength and Stability of Wi-Fi or Data Connection As previously mentioned in the participants’ statements, their primary problem was the signal and internet connection, whether they used Wi-Fi or mobile data. This challenge was further aggravated by the participants' geographical location, which also contributed to instability in the signals and internetInternet-Internet connections. In the Philippines, there are two major companies providing internet services, namely, Globe Telecommunications and SMART Telecommunications. However, these providers are not fully capable of delivering consistent services to consumers, such as participants, resulting in difficulties in maintaining strong and stable connections. In the interviews, the participants expressed that one of the difficulties encountered was the signal and internet connection strength and stability. Moreover, the situation worsened due to the lack of prior notification of internet downtime, leaving the participants unprepared for abrupt disconnection. Therefore, this approach remains a significant challenge for participants in e-learning. 4.1.5. Lack of Knowledge in Software/LMS One of the areas for which the educational system was unprepared during the onset of the COVID-19 pandemic—which brought about the immediate implementation of e-learning across all levels—was the ability and competence of various e-learning platforms, such as the Virtual Learning Environment (VLE), Google Classroom, Google Meet, Zoom, and other software and online applications. The participants identified a lack of skills in using these learning management systems (LMSs) as a challenge and a barrier to accessing e-learning effectively, which served as their primary source of learning. The absence of competence and skills in using different online e-learning tools, LMSs, and other platforms became a difficulty and issue that participants faced during their e-learning process. 4.1.6. Barriers Caused by Noise and Surrounding Events Environmental distractions are what this is all about. One environmental factor that affected participants' learning was noise and events in the environment that were beyond their control and occurred while they were learning online. In addition to these factors, the participants mentioned, as one of their challenges, the household tasks already referred to in Table 1, which they said caused problems that interfered with their learning. The comments of the participants in the study suggest that environmental factors are highly influential in e-learning. The participants’ answers to the question of what challenges and problems students encounter in using e-learning clearly indicate that the issues of poor internet connection; lack of skills in using software, applications, LMS, and other e-learning platforms; and barriers due to environmental factors are the main challenges and problems in e-learning. 4.2. Students’ Coping and Success in Overcoming the Challenges and Problems of E-Learning during the COVID-19 Pandemic The interviews with participants revealed four main themes regarding how students managed to cope with the difficulties and challenges of e-learning during the COVID-19 pandemic. The researcher noted the following themes: (1) learning independence; (2) research and conversations; (3) learning diligence in using software/LMS and exploring applications; and (4) time management. In addition to the challenges and problems mentioned above, the researcher concluded that e-learning during the pandemic improved the students’ personalities. Some participants managed to obtain online jobs as a source of income. Nevertheless, the researcher noted that the most significant opportunity for the participants was to enhance their e-learning skills and competencies across different settings, thereby enabling them to better meet their learning needs. Each participant had different experiences sharing and elaborating on how they approached the e-learning challenges. Later, during the discussion of how e-learning helped meet students' learning needs during the COVID-19 pandemic, the researcher identified three main themes and their corresponding ideas. These three themes revealed that, through these opportunities, the participants were able to maintain their academic performance. This shows that despite elearning challenges, the participants maintained high grades owing to their commitment and effort. World Journal of Advanced Research and Reviews, 2025, 28(01), 2196-2213 2204 Table 2 presents the primary topics and concepts derived from the study of participants' interview responses. The individual participant responses are also reflected in Table 2, together with the main themes and ideas linked to the analysis. Table 2 Students’ coping and success in overcoming the challenges and problems of e-learning during the COVID-19 pandemic Main Themes Key Ideas Independent Learning Does not rely solely on teacher discussions Guided by independent learning Shows personal initiative to learn Establishes self-directed learning through habits Research and Consultations Importance of research Asking questions to teachers and classmates Consulting search engines and e-learning platforms to broaden learning Diligence in Learning to Use Software/LMS Use of different search engines Knowledge in using various platforms Manipulation of learning applications Proper Time Management Organized time management Importance of proper time management in online classes Self-discipline 4.2.1. Independent Learning This clearly shows that the learners were capable of becoming independent learners. This was the first central idea that emerged when the inquiry considered how students managed to overcome the hurdles and difficulties posed by the pandemic to their online education. Considering that online learning has two modes—synchronous and asynchronous—this means that students who depend solely on teachers’ instruction have very little chance of accessing knowledge on specific topics. This restriction becomes more noticeable in asynchronous learning, where the teacher's presence is not felt. In such instances, the interviews have shown the participants that they were the ones who pushed their learning, thus leading to the idea of independent learning. In online education, instructors sometimes lack the necessary teaching materials across different support platforms, which prevents them from giving a complete overview of a topic. Consequently, the learners developed their own learning habits to sustain their academic involvement. During the online lectures, whenever their requirements were not fully met, they turned to self-study as a primary technique, which further facilitated their understanding of the topics discussed in their classes. With respect to the theme of independent learning recognized by the researcher, even though there were restrictions on learning during the noninteractive session, the participants were unable to meet their learning needs through selfdirected learning, the application of personal strategies, or the development of individual study habits. 4.2.2. Research and Consultation The second theme, which was extracted from the researcher's interviews with the participants, was this time. This connects to the previous theme of learning autonomy. This section highlights the participants' inventiveness and resourcefulness in making the most of e-learning. 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