THE EXPERIENCES OF CRIMINOLOGY STUDENTS IN THE MODULAR AND ONLINE LEARNING: A PHENOMENOLOGICAL STUDY

The COVID-19 pandemic necessitated a global shift to modular and online learning, prompting this study to explore the lived experiences of criminology students in these new modalities. This qualitative phenomenological study explored their lived experiences. Using Colaizzi's thematic analysis, eight key themes emerged: Unavailability of Learning Resources, Academic Adversity, Adapting to New Normal, Collaborative Learning, Psychological Distress, Poor Time Management, Effective Time Management, and Resiliency and Positivity. Findings revealed that most students faced considerable difficulties and psychological distress due to the abrupt educational system change. However, they also demonstrated remarkable resilience, often leveraging collaborative learning and developing effective time management strategies. This research highlights the critical need for government investment in digital infrastructure, expanded internet access, collaboration between educational institutions and technology companies, increased teacher training, and continuous monitoring of modular learning's impact to inform future policy adjustments.