Online Learning Experiences During COVID-19 Pandemic: Preservice Teachers’ Perception of Quality, Coping Mechanisms and Learning Satisfaction

Online learning has played a crucial role during this pandemic. While adapting to the new changes, teachers and students need to be gauged and supported. The learners with a fixed mindset find it difficult to adapt, whereas those with a growth mindset quickly adjust to a new learning environment. This survey-correlational research study sought to determine the preservice teachers’ learning experiences, perception of quality, coping mechanisms, and learning satisfaction in online learning during the COVID-19 Pandemic. The participants were the two hundred thirty-three (233) preservice teachers. Data were collected using the standardized coping mechanism questionnaire adopted from Carver, et al. (1989) and researcher-made learning experiences questionnaire, perceived quality questionnaire, and learning satisfaction questionnaire. The findings showed that the learning experiences in online learning were good. The perceived quality of online learning was high. The coping mechanism in online learning was high. The learning satisfaction in online learning was high. There were significant differences in the online learning experiences based on the perceived quality, coping mechanism, and learning satisfaction. There were significant relationships among online learning experiences, perceived quality, coping mechanisms, and learning satisfaction in online learning