Since the 1990s, the world has seen significant changes in the landscape of educa-

tion as a result of the ever-expanding influence of technology. One such development

is the adoption of online learning across different learning contexts, whether formal
or informal, academic and non-academic, and residential or remotely. We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
Since the 1990s, the world has seen significant changes in the landscape of educa-
tion as a result of the ever-expanding influence of technology. One such development
is the adoption of online learning across different learning contexts, whether formal
or informal, academic and non-academic, and residential or remotely. We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to
witness schools, teachers, and students increasingly adopt e-learning technologies
We began to witness schools, teachers, and students increasingly adopt e-learning

technologies that allow teachers to deliver instruction interactively, share resources

seamlessly, and facilitate student collaboration and interaction (Elaish et al., 2019;

Garcia et al., 2018). Although the efficacy of online learning has long been

acknowledged by the education community (Barrot, 2020, 2021; Cavanaugh et al.,

2009; Kebritchi et al., 2017; Tallent-Runnels et al., 2006; Wallace, 2003), evidence on

the challenges in its implementation continues to build up (e.g., Boelens et al., 2017;

Rasheed et al., 2020) While the online environment provides opportunities for the ways

education is delivered and accessed by learners, assessment practices are often limited

in the variety and modes in which they are allocated in the online environment

(Williams, Cameron, & Morgan, 2012). For example, where group presentations within

the tertiary environment have been traditionally conducted via predominantly face-to-

face mediums (Cazan & Indreica, 2014; Milman, 2014; Napier et al., 2011), the online

environment presents additional opportunities for summative assessment with group

presentations (Jaques & Salmon, 2007; Park & Bonk, 2007; Williams et al., 2012;

Zapalska & Brozik, 2006) that are not limited to a solely live option. Even so, online

group presentation assessments do not appear to be common practice which may be

due to some of the difficulties experienced by both students and academics in using an

online delivery platform (Jaques & Salmon, 2007). However, literature shows that e-

learning presents many challenges to both students and teachers. Though much

research had been done about online distance learning even before the pandemic, its

use in the primary level had yet to be studied more because of the very limited sources.
There is also a dearth of local literature on the aspect of student concentration in online

classes. The researchers aim to discover the challenges faced by EFL Learners in an

online learning environment in Pangasinan State University Lingayen Campus and how

these challenges could be addressed. Through analysis and synthesis of the challenges

of Online Distance Learning, the factors affecting the concentration of students in online

classes in this time of COVID-19 pandemic can be identified. The current research was

conducted to examine college-level students' problems during online classes at the

college level, and the issues students face. The present research results help college

administration monitor their online learning process or make changes as necessary.

Moreover, this study considered the Pangasinan State University Lingayen Campus

students’ opinions.