Lived Experiences of Hospitality Management Students on Synchronous and Asynchronous Learning Process: A Transcendental Phenomenology

Abstract

The COVID-19 crisis has profoundly affected global education, necessitating a shift to online teaching. This study explores the lived experiences of Hospitality Management students undergoing synchronous and asynchronous learning, addressing the "practicalknowledge gap" or "action-knowledge conflict gap" in these two learning processes. Employing a qualitative approach and using transcendental phenomenology as its research design, the study aims to describe the challenges and adaptations in this new learning environment. Data were collected through structured interviews and analyzed using Moustakas' data analysis framework, revealing thirteen emergent themes from the horizons of participants, such as Challenges in Synchronous and Asynchronous Learning during the Pandemic, Financial Struggles and Internet Connectivity Issues, Impact on Mental Health and Wellbeing, Adjustments and Coping Strategies, Social and Emotional Impact, Learning Environment and Convenience, Preferences for Learning Modalities, Adaptability and Adjustments, Academic Achievements and Engagements, Reflection on the Learning Process, Positive Self-Perception, Adaptability and Resourcefulness, Motivation and Future Outlook, and grouped into five primary universal themes such as materiality, bodily concern, relationship to self and others, space, and causality. The findings emphasize the importance of adapting education for quality learning in the new medium and suggest implementing flexible learning modalities to accommodate diverse challenges faced by learners.