Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG957

Online Learning Experiences During COVID-19

Pandemic: Preservice Teachers’ Perception of
Quality, Coping Mechanisms and
Learning Satisfaction
Leal, Jonathan P.
Filamer Christian University, Roxas City, Capiz, Philippines
Orcid Id Number: 0009-0005-6751-5505

Abstract:- Online learning has played a crucial role adaptation, whereas those with a growth mindset tend to
during this pandemic. While adapting to the new changes, adjust more easily to new learning environments. In response,
teachers and students need to be gauged and supported. educational institutions have embraced the new normal in
The learners with a fixed mindset find it difficult to adapt, education, offering fresh learning opportunities.
whereas those with a growth mindset quickly adjust to a
new learning environment. This survey-correlational A learning experience encompasses any form of
research study sought to determine the preservice interaction, course, program, or activity where learning
teachers’ learning experiences, perception of quality, happens. This can occur in conventional educational settings
coping mechanisms, and learning satisfaction in online like schools and classrooms, or in unconventional settings
learning during the COVID-19 Pandemic. The such as outdoor environments or non-school locations. It
participants were the two hundred thirty-three (233) involves traditional educational interactions, such as students
preservice teachers. Data were collected using the learning from teachers, and nontraditional interactions, like
standardized coping mechanism questionnaire adopted learning through games and interactive software applications
from Carver, et al. (1989) and researcher-made learning [1].
experiences questionnaire, perceived quality
questionnaire, and learning satisfaction questionnaire. During this period of quarantine, online learning has
The findings showed that the learning experiences in emerged as the primary solution for ongoing education
online learning were good. The perceived quality of online through innovative learning management systems [2,3]. It has
learning was high. The coping mechanism in online enabled educators to adopt online methods for both teaching
learning was high. The learning satisfaction in online and evaluating students' coursework [4]. Many educational
learning was high. There were significant differences in institutions are embracing and refining online learning to
the online learning experiences based on the perceived facilitate a new normal for students [5].
quality, coping mechanism, and learning satisfaction.
There were significant relationships among online Various studies indicate that the majority of students
learning experiences, perceived quality, coping enrolled in online courses express satisfaction with this mode
mechanisms, and learning satisfaction in online learning of learning. However, learners' perceptions are influenced by
several factors such as age, gender, computer literacy, and
Keywords:- Coping Mechanisms, COVID-19 Pandemic, individual learning styles, which are crucial predictors of
Online Learning Experiences, Perception of Quality, students' acceptance of technology [6,7]. There is a need for
Learning Satisfaction. ongoing efforts from educators to effectively integrate
pedagogy with technology to enhance student learning.
I. INTRODUCTION
Online learning is intricately linked with new
The COVID-19 pandemic has forced numerous information technologies that significantly impact university
educational institutions such as schools, colleges, and studies [8]. The retention and academic performance of
universities to cease in-person instruction and shift to online students are influenced by the quality of services provided by
learning. This shift from traditional classroom teaching to higher education institutions [9].
online platforms presents a new experience for students and
educators, necessitating adaptation with limited alternative Perceived quality in online learning refers to the
options. evaluation process that assesses the development and delivery
of online courses and learning environments, emphasizing
During this pandemic, online learning has been appropriate design and best practices to ensure quality
instrumental. As educators and students adjust to these instruction in a supportive manner [10]. While studies on the
changes, they require assessment and support through digital quality of online learning are increasing, few have explored it
platforms. Learners with a fixed mindset often struggle with from the learner's perspective [11].

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG957

Perceived quality in distance education can be crucial aspect manifesting through discussions, blogs, wikis,
categorized into three main subcategories: active engagement and video conferencing [20].
and interaction, effective course design, and learner support
[11]. Active engagement and interaction foster reflective and The coping theory by Lazarus and Folkman was also
teamwork skills, addressing typical gaps in distance pertinent to this study. According to this theory, individuals
education. Effective course design involves educators facing challenges first appraise them as either threatening or
guiding instructional strategies that align with course goals non-threatening, and secondarily assess whether they possess
and objectives, with clear expectations for assignments, the necessary resources to effectively cope with the
discussion boards, active participation, and collaborative challenge. When feeling a lack of control or confidence in
projects [12]. their ability to respond, individuals tend to employ emotion-
focused coping strategies such as wishful thinking (e.g.,
As students navigate the transition to online learning, hoping for change), distancing (e.g., trying to forget), or
understanding effective coping mechanisms becomes crucial. positive reappraisal (e.g., focusing on the bright side).
Coping is defined as a process essential for managing stress, Conversely, if individuals perceive they have sufficient
where individuals employ cognitive and behavioral efforts to resources, they typically engage in problem-focused coping
address both external and internal stressors [13]. A coping strategies like analysis (e.g., analyzing the problem) or
mechanism refers to strategies or adaptations to making a plan of action. The theory underscores that coping
environmental stress, chosen consciously or unconsciously, strategies are highly individualized, and influenced by
aimed at enhancing behavioral control or providing personality traits and perceptual experiences [21]
psychological comfort [14].
The study was linked to the theory of learning
There are two primary methods of stress management: satisfaction, which draws on principles from customer
social support and dysfunctional coping strategies. Social satisfaction theory originally proposed by Cardozo. Learning
support, such as seeking help from family and friends, satisfaction refers to the overall impact of the teaching and
naturally aids in stress management. Dysfunctional or learning processes experienced by students during their
avoidant coping strategies include emotional venting, educational sessions. Moreover, satisfaction can be
behavioral disengagement, and mental detachment [15]. understood as a comparative assessment between expected
According to [16], academic factors are the leading cause of outcomes and perceived educational services, leading to
stress among students, followed by physical, social, and feelings of pleasure or displeasure. Additionally, the theory
emotional factors. Students who experience lower stress of learning satisfaction posits that students are consumers of
levels and employ fewer avoidance coping strategies, while educational products, affording them the right to choose and
utilizing more approach-oriented coping strategies, tend to invest in their preferred learning institutions [22].
achieve better academic performance [17].
II. PURPOSE OF THE STUDY
The concept of learning satisfaction in online education
has evolved into a dynamic and intricate phenomenon. This study investigated the learning experiences,
Learning satisfaction refers to an individual's feelings and perceptions of quality, coping strategies, and satisfaction with
attitudes toward the educational process and the perceived online learning among pre-service teachers during the
level of fulfillment related to their desire to learn [18]. COVID-19 Pandemic for the academic year 2021-2022.
Examining the factors influencing students' satisfaction and Specifically, the study sought to address the following
perceived learning outcomes, it is found that course structure, research questions:
instructor feedback, self-motivation, learning style,
interaction, and instructor facilitation significantly impact  What is the level of pre-service teachers' online learning
student satisfaction. However, they determined that only experiences in terms of time management, competencies,
instructor feedback and learning style notably affect learning approaches, modes of learning, and acquired
perceived learning outcomes. They also established that skills?
student satisfaction is a crucial predictor of learning outcomes  What is the general level of perceived quality in online
[19]. learning among pre-service teachers in relation to course
design, active engagement and interaction, and learner
This study was grounded in the "community of inquiry" support?
model for online learning environments, initially developed  What is the overall level of coping mechanisms in online
by Garrison, Anderson & Archer. This model centers on three learning among preservice teachers through emotion-
interconnected "presences": cognitive, social, and teaching focused coping, problem-focused coping, and avoidant
while acknowledging their overlap and interrelationships. It coping strategies?
supports the creation of active learning environments or  What is the level of learning satisfaction in online learning
communities in online and blended courses, fostering among preservice teachers and in considering factors such
collaboration between instructors and students to exchange as teaching quality, course materials (modules),
ideas, information, and opinions. This model of online technological support, attitudes and readiness, and
learning introduces novel educational experiences for both assessment practices?
students and educators, emphasizing social interaction as a

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG957

 Are there significant differences in online learning refine them. Pilot testing followed validation, providing data
experiences among pre-service teachers based on for factor analysis, construct validation, and reliability testing
perceived quality, coping mechanisms, and learning using SPSS software. Independent variables comprised
satisfaction? perceived quality, coping mechanisms, and learning
 Are there significant relationships among pre-service satisfaction, while learning experiences in online education
teachers' learning experiences, perceived quality, coping served as the dependent variable. Data analysis included
mechanisms, and learning satisfaction in the context of descriptive statistics (frequency, mean, standard deviation)
online learning? and inferential statistics (ANOVA, Pearson correlation
coefficient), with a significance level (alpha) set at 0.05.
III. METHODOLOGY
IV. RESULTS AND DISCUSSION
This research utilized a survey-correlational approach
involving 233 preservice teachers selected through stratified A. Level of Learning Experiences
random sampling. The study employed Slovin’s formula to The level of learning experiences is shown in Table 1.
determine the sample size. Data collection included Data show that generally the level of learning experiences in
standardized questionnaires on coping mechanisms [18], online learning is good (M = 3.87, SD = .48). It also shows
along with researcher-developed surveys on learning that the time management (M = 3.78, SD = .70), competencies
experiences, perceived quality, and learning satisfaction. (M = 4.06, SD = .61), learning approach (M = 3.76, SD = .50),
These instruments underwent validation and content review modes of learning (M = 3.91, SD = .51), and acquired skills
by an examining committee, with feedback incorporated to (M = 3.86, SD = .59) are good.

Table 1: Mean and Standard Deviation of Learning Experiences in Online Learning

Category Mean Description SD
Learning Experiences 3.87 Good .48
Time Management 3.78 Good .70
Competencies 4.06 Good .61
Learning Approach 3.76 Good .50
Modes of Learning 3.91 Good .51
Acquired Skills 3.86 Good .59
Note Interval. 4.21–5.00: Very High, 3.41–4.20: High, 2.61–3.40: Moderate, 1.81–2.60: Low, and 1.00–1.80: Very Low

The online learning experiences of preservice teachers The learning approach of preservice teachers is good.
are good. This indicates that preservice teachers find online This holds that the preservice teachers oftentimes adapt and
learning beneficial and favorable, especially during the acknowledge the importance of online learning amid the
pandemic. Many prefer online learning because everything pandemic. They can select and structure learning strategies to
is structured and organized. The teachers are understanding match online learning. This is often associated with the
and helpful in what the preservice teachers are going through experiential, interactive, or independent approach to creating
and how difficult it can be. a welcoming online learning environment to sustain
motivation, good relationships, information processing, and
The time management of preservice teachers is good. social interaction.
This suggests that they effectively balance their academic
responsibilities with family and personal commitments. They The modes of learning of preservice teachers are good.
maintain a consistent daily routine and allocate sufficient time This manifests that the preservice teachers oftentimes know
to complete online tasks. Their ability to manage time is how to acquire, process, and maintain knowledge when they
attributed to their flexibility and straightforward approach to are in the online environment. In other words, they are often
scheduling. familiar with and use the different modes of learning whether
it is auditory, reading, visual, or kinesthetic. This makes them
The competencies of preservice teachers are good. This learn more effectively under different conditions.
shows that the preservice teachers oftentimes engage in
collaborative and collegial online learning activities. They The acquired skills of preservice teachers are good. This
often maintain a positive and nurturing online learning indicates that the preservice teachers oftentimes acquire
environment where they can sustain independence, various skills in teaching and learning during online
motivation, and responsibility. Their social media presence meetings. It is because the teachers can tailor instruction to
reflects their friendly and approachable demeanor. meet the needs of the students and at the same time hone the
knowledge and skills necessary for the development of the
students. This points out that the use of online learning is seen
as a possible pathway to continue and improve the
competencies of the students.

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG957

B. Level of Perceived Quality .56). Data also show that course design (M = 3.90, SD = .67),
The level of perceived quality in online learning is active engagement and interaction (M = 3.99, SD = .57 and
shown in Table 2. It shows that in its entirety the level of learner support (M = 4.09, SD = .67) are high.
perceived quality in online learning is high (M = 3.99, SD =

Table 2: Mean and Standard Deviation of Perceived Quality in Online Learning

Category Mean Description SD
Perceived Quality 3.99 High .56
Course Design 3.90 High .67
Active Engagement and Interaction 3.99 High .57
Learner Support 4.09 High .67
Note Interval. 4.21–5.00: Very High, 3.41–4.20: High, 2.61–3.40:
Moderate, 1.81–2.60: Low, and 1.00–1.80: Very Low

The perceived quality of online learning of preservice and participating in the discussion. They can transform the
teachers is high. The online learning platform is oftentimes present isolated teacher-centered and text-book classrooms
providing a better learning experience to the preservice into rich, student-focused, interactive knowledge
teachers. It is because access to the internet is very essential environments.
during the pandemic. This serves as a pathway for the
preservice teachers to easily meet the teachers and receive The learner support in online learning is high. The
direct instruction under the curriculum. professors are oftentimes supporting the preservice teachers
in online learning. This relates that they are active in
The course design in online learning is high. The course responding to the needs and concerns of the preservice
design, particularly the crafted learning modules of the teachers.
teachers, is oftentimes relevant and meaningful to the
learning experiences of the preservice teachers. This C. Level of Coping Mechanisms
corresponds to the fact that the learning modules have opened The level of coping mechanisms in online learning of
an extensive opportunity for the preservice teachers to learn preservice teachers is shown in Table 3. The result shows that
under their control. in its entirety the level of coping mechanisms in online
learning is high (M = 3.05, SD = .49). It also shows that
The active engagement and interaction in online emotion-focused coping (M = 3.12, SD = .52), problem-
learning of preservice teachers is high. The preservice focused coping (M = 2.95, SD = .51) and avoidant focused
teachers are oftentimes highly motivated and active in joining coping (M = 3.09, SD = .54) are high.

Table 3: Mean and Standard Deviation of Coping Mechanisms in Online Learning

Category Mean Description SD
Coping Mechanisms 3.05 High .49
Emotion Focused Coping 3.12 High .52
Problem Focused Coping 2.95 High .51
Avoidant Focused Coping 3.09 High .54
Note Interval. 3.28–4.00: Very High, 2.52–3.27: High,
1.76–2.51: Low, 1.00-1.75: Very Low

The coping mechanism in online learning of preservice normal life routines and academic activities. To escape from
teachers is high. This implies that oftentimes they face the new normal, they leave everything to God, discuss their
stressful situations caused by the new normal. They see and feelings with their families and friends, and focus their efforts
understand that the current condition demands them to adjust. on something useful and productive.
The unfavorable circumstances compel them to strive hard
and cope with the situations. This leads them to make a The problem focused on coping with preservice teachers
conscious effort to look at things differently and have a is high. This indicates that despite the struggles and
positive affirmation of how they can manage their academic difficulties in the new normal they have the positive thinking
problems and overcome difficulties to have a less stressful to adjust and face the situation. They see the new normal in a
life. different light to make it more positive. They look for
something good in what is happening and think about what is
The emotion-focused coping of the preservice teachers best to handle the problem. They take desirable actions to get
is high. This suggests that oftentimes they try to moderate the rid of the problems and focus on the learning goals to cope
hurt or difficulties brought on by problems related to with the academic demands effectively.
emotional, physical, and mental stress. To face the crises,
they pray to ease their burdens and humble to God to bring
back what they have experienced or done before and return to

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG957

The avoidant-focused coping of the preservice teachers D. Level of Learning Satisfaction

is high. This shows that oftentimes they make conscious and The level of learning satisfaction in online learning of
unconscious efforts to reduce problems in academics and life preservice teachers is shown in Table 4. The result shows that
stress. In response to intense academic demands, they adapt in its entirety the level of learning satisfaction in online
more learning strategies, seek academic support from their learning is high (M = 4.08, SD = .48). Data further show that
families and friends, and express feelings to God. This helps teaching (M = 4.34, SD = .60) in online learning is very high.
them cope positively and face the problems optimistically On the other hand, the course material (module) (M = 4.12,
during the pandemic. SD = .59), technological support (M = 3.92, SD = .63),
attitudes and readiness (M = 3.99, SD = .57), and assessment
(M = 4.03, SD = .64) are high.

Table 4: Mean and Standard Deviation of Learning Satisfaction in Online Learning

Category Mean Description SD
Learning Satisfaction 4.08 High .48
Teaching 4.34 Very High .60
Course Material 4.12 High .59
Technological Support 3.92 High .63
Attitudes and Readiness 3.99 High .57
Assessment 4.03 High .64
Note Interval. 4.21–5.00: Very High, 3.41–4.20: High, 2.61–3.40:
Moderate, 1.81–2.60: Low, and 1.00–1.80: Very Low

The learning satisfaction in online learning of preservice The assessment is high. This denotes that oftentimes the
teachers is high. This suggests that oftentimes the preservice preservice teachers are satisfied with the various learning
teacher's desire to learn in online learning is fulfilled. This assessments done online. This directly reflects that they can
demonstrates that the expectations and needs of the preservice access the assessment with flexibility around time.
teachers in online learning are achieved.
E. Differences in Online Learning Experiences Based on
The teaching in online learning is very high. This Perceived Quality, Coping Mechanism, and Learning
implies that the preservice teachers are always satisfied with Satisfaction
the way how teachers teach in online learning. This shows The differences in the online learning experiences based on
that teachers can develop new teaching and learning methods the perceived quality, coping mechanism, and learning
to guide students effectively in online learning. satisfaction are shown in Table 5. Table 5 shows that there is
a significant difference in the online learning experiences
The course material is high. This indicates that based on the perceived quality F (85.516*) = .000, p < .05 in
oftentimes the course material (i.e. module) is timely favor of the high perceived quality (M = 4.24; SD = .38).
distributed online to the preservice teachers. The designed There is also a significant difference in the online learning
modules of the teachers are significant for the preservice experiences based on the coping mechanism F (11.459*) =
teachers to learn the contents of the curriculum. .000, p < .05 in favor of the very low (M = 4.32; SD = .69)
coping mechanism. Moreover, there is a significant
The technological support is high. This implies that difference in the online learning experiences based on the
oftentimes the preservice teachers are content with the learning satisfaction F (76.832*) = .000, p < .05 in favor of
learning management system the school has established. This the very high (M = 4.21; SD = .36) learning satisfaction.
indicates that the online learning platform that has been Thus, the null hypothesis, which posited no significant
adopted to facilitate online learning provides many positive differences in online learning experiences based on perceived
learning experiences to the preservice teachers. quality, coping mechanism, and learning satisfaction, is
rejected.
The attitudes and readiness are high. This signifies that
oftentimes preservice teachers have appreciated the
importance and usefulness of online learning during the
pandemic. This shows that teachers guide them to carry out
the virtual meeting effectively.

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG957

Table 5: ANOVA Results on the Differences in Online Learning Experiences Based on the Perceived Quality,
Coping Mechanism, and Learning Satisfaction
Category Sum of Squares df Mean Square F Sig
Perceived Quality
Between Groups 28.995 3 9.665 85.516* .000
Within Groups 25.881 229 .113
Total 54.876 232
Coping Mechanism
Between Groups 7.161 3 2.238 11.459* .000
Within Groups 47.495 228 .208
Total 54.656 231
Learning Satisfaction
Between Groups 27.586 3 9.195 76.832* .000
Within Groups 27.287 228 .120
Total 54.873 231
*
p < .05 – significant at 5% level

The online learning experiences of the preservice F. Relationships among Online Learning Experiences,
teachers vary significantly based on the perceived quality. Perceived Quality, Coping Mechanism, and Learning
This implies that there is a disparity in the online learning Satisfaction
experiences depending on the support mechanism and The relationships among online learning experiences,
established practices provided for online learning. This is perceived quality, coping mechanisms, and learning
founded on how to engage the preservice teachers during the satisfaction are shown in Table 6. Data reveal that there is a
pandemic rather than the conventional practice of teaching. positive, strong association, and significant relationship
between learning experiences r = .796*, p = .000 < .05 and
There are significant differences in the online learning perceived quality. There is a positive, moderate association,
experiences based on the coping mechanism. This implies and significant relationship between learning experiences r =
that there is distinctness in online experiences situated on the .251*, p = .000 < .05 and coping mechanisms. Furthermore,
coping strategies employed by the preservice teachers. This there is a positive, strong association, and significant
conveys that every preservice teacher has coping strategies relationship between learning experiences r = .704*, p = .000
and different behaviors to cope with the new normal. < .05, and learning satisfaction. The result indicates that
online learning experiences are connected to the perceived
Furthermore, there are significant differences in the quality, coping mechanisms, and learning satisfaction of
online learning experiences based on learning satisfaction. preservice teachers. Thus, the null hypothesis, which
This implies that there are dissimilarities in online suggested no significant relationships between online
experiences stored in the learning satisfaction of the learning experiences, perceived quality, coping mechanisms,
preservice teachers. This points out that the success of online and learning satisfaction in online education, is rejected.
learning is dependent on the degree to which learners’
expectations are fulfilled during the learning process.

Table 6: Pearson r among the Online Learning Experiences, Perceived Quality, Coping Mechanism, and Learning Satisfaction
Variables r-value Sig
Learning Experiences and Perceived Quality .796* .000
Learning Experiences and Coping Mechanism .251* .000
Learning Experiences and Learning Satisfaction .704* .000
*
p < .05 – significant at 5% level

The findings indicate that higher levels of learning strategies positively are more likely to report better learning
experiences correspond to better-perceived quality. experiences in online education compared to those who
Preservice teachers who receive robust support, actively struggle to adjust to the circumstances.
engage, and are motivated in their learning activities within
the modules tend to have positive learning experiences in Furthermore, a positive, strong, and significant
online education, whereas those facing connectivity issues or relationship exists between learning experiences and learning
inadequate preparation tend to have poorer experiences. satisfaction. This indicates that enhanced learning
experiences contribute to higher levels of satisfaction.
Additionally, there is a positive, moderate, and Preservice teachers find their learning experiences in online
significant relationship between learning experiences and education stimulating, engaging, and interactive.
coping mechanisms. This implies that higher levels of
learning experiences are associated with better-coping
mechanisms. Preservice teachers who approach coping

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[17]. Carver, C. S., Scheier, M. F., & Weintraub, J. K. [19]. Picciano, A. G. (2017). Theories and frameworks for
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AUTHOR’S PROFILE

Dr. Jonathan P. Leal is the Dean of the College of Teacher Education at Filamer Christian University, Roxas
City, Capiz, Philippines and a Professor in the graduate school at the same university. He conducts research related
to the field of education and social studies.

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