From Learners' Plight to Strategized Learning

Abstract

This study aims to determine learners' challenges and best practices that characterize and define ‘third space' in learning engagement. Thirteen senior high school students from a comprehensive university in Manila, the Philippines, have participated in this multiple case study. Results showed that those challenges were classified as follows: accessing the school's primary platform, attending synchronous sessions, downloading instructional materials, responding to assessments, and establishing a good flow of communication. On the other hand, learners also showed strategic practices that helped them achieve quality learning and promote community, collaboration, and cooperation. Ultimately, virtual discoursal activities, such as collaboration, communication, negotiation, and consultation, strengthen the third space in learning engagement. Further, this study strengthens learners' roles as significant partners in any educative process by considering their perceptions, sentiments, and observations as references for improving instructional practices through the support of the teachers.