Qualitative case study reveals academic barriers and strategies of pre-service teachers in online learning, indicating the need for institutional support.
Key Points
Participants faced significant learning barriers, such as psychosocial stress and technical issues, impacting their academic goals.
Despite these challenges, pre-service teachers demonstrated resilience, employing various strategies to succeed in online learning.
The study employed qualitative content analysis through focus group discussions to gather data on participants' experiences.
Findings underscore the importance of institutional policies and resources to support pre-service teachers in overcoming learning challenges.