Exploring Students’ Learning Experiences in Digital Classrooms: A Phenomenological Study
Abstract
This phenomenological study investigates how students experience learning in digital classrooms. In recent years the rapid integration of online learning technologies (e.g., video conferencing, learning management systems) has transformed higher education. Yet little is known about students’ own perceptions of learning when face-to-face instruction shifts to a digital format. Through in-depth interviews and observation of X undergraduate students (who engaged in fully online and hybrid courses), we identified key aspects of their lived experience. Participants described both opportunities (e.g. flexibility, access to multimedia resources, and personalized pace) and challenges (e.g. reduced social presence, technical problems, and need for self-regulation). Major themes included: technology access and usability, interaction and engagement, emotional response and motivation, and perceptions of learning outcomes. Notably, students who received strong instructor support and interactive activities reported higher emotional and cognitive engagement, echoing findings that teacher presence is vital in fostering online engagement. Conversely, minimal real-time interaction led some to feel isolated and pessimistic about learning gains. These results underscore the importance of digital pedagogy that emphasizes interactive design, social presence, and scaffolding. We conclude with implications for educators: enhancing digital classroom design and support can improve student engagement and satisfaction.
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