The Covid-19 pandemic prompted an immediate shift to distance learning, with a focus on modular and online education. This study investigates the challenges and coping mechanisms experienced by students in modular and online learning at Capiz State University, Mambusao Satellite College. A qualitative approach, specifically descriptive phenomenology, was employed to understand students' experiences. Results indicate that both modalities face distractions, but they differ in nature. Internet connectivity issues impact both, but online learning is more severely affected. Modular learning offers self-paced independence, leading to potential procrastination, while online learning provides real-time interaction but requires active engagement. Coping mechanisms involve time management and seeking help, with distinctions in challenges faced. A Pedagogical SPACES framework (Strategizing Pedagogy Across Coping and Environmental Spaces) is proposed, addressing environmental, psychological, and coping and support spaces. This framework offers tailored activities to enhance the distance learning experience. Institutions are recommended to provide guidance, implement balanced learning approaches, and adopt the Pedagogical SPACES framework to create a resilient and supportive learning environment.
