{'fraction_non_alphanumeric': 0.011111111111111112, 'fraction_numerical': 0.00625, 'mean_word_length': 5.995145631067961, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Extended learning experiences in online classes: an interpretative phenomenological analysis (Experiencias de aprendizaje ampliado en las clases en línea: un análisis fenomenológico interpretativo)

ABSTRACT This study aimed at examining Japanese college students’ extended learning experiences in an emergency online learning environment during the Covid-19 pandemic through adopting an interpretative phenomenological analysis, or IPA. Data from 124 weekly journal entries of 15 purposefully selected students and observation notes of two instructors made during a 10-week term were analysed following the IPA approach. Results revealed that students perceived both advantages and obstacles inherent in online learning. When encountering obstacles, the students experimented with several measures to overcome the obstacles and manage their emotions and so improve learning behaviours. Students experienced different emotional and cognitive states throughout the term. The results obtained suggest that those who see extended and flexible learning opportunities in emergency online learning and have positive psychology tend to pass through the states of anxiousness and frustration rather quickly and develop confidence in online learning at an early stage, whereas others who stay mostly frustrated and do not see advantages of online learning tend not to take advantage of the extended learning opportunities offered by online learning.