Asian Journal of Education and Social Studies

The COVID-19 pandemic disrupted traditional education systems worldwide, necessitating institutions to adopt innovative teaching and learning modalities. While maintaining the learning programs amid the unpredictable plague, students, on the other hand, had to familiarize themselves with the introduced modality to match their institution’s demands. The cognitive constructivist learning theory, with an integration with Maslow’s theoretical framework, facilitated the examination of online learning experiences of postgraduate international students. Furthermore, they help explain how these experiences have shaped students' perceptions in both their academic and personal lives, as well as their adaptation experiences during the transition back to a traditional learning modality. This research examined how learners adapted to changing learning approaches during the pandemic. Using a qualitative case study design, the study interviewed sixteen participants, including international students who experienced both online and in-person classes. It is intended to gain an understanding of their experiences with different learning modes. Findings suggested that students generally perceived in-person classes as more effective. The study’s insights can help educators and policymakers refine their teaching methods to better meet student needs, particularly when transitions between learning formats are required.