03420nam a2200325 i 4500 CSPC 20250905141147.0 250905b2024 ph a b 00| 0 eng d CSPC eng CSPC rda UTH BSOA C334p 2024 Cereza, Lyndon J., author. Post-pandemic challenges in stenography : basis for skill enhancement initiative / Lyndon J. Cereza, Angelica Joy V. Colina, Sharmay C. Contreras, John Whendelle Rey B. Daguiso, and Angelica T. Echipare. Buhi, Camarines Sur : Camarines Sur Polytechnic Colleges, 2024. 80 leaves. rdacontent text rdamedia unmediated rdacarrier volume Undergraduate Thesis (BSOA)- Office Administration Camarines Sur Polytechnic Colleges, 2024. The transition to virtual learning has posed significant obstacle for both instructors and students. This study aims to explore the challenges and potential solutions to enhance online Stenography learning, focusing on how to improve access to resources, adapt teaching methods, and foster a supportive virtual learning environment. The respondents of the study were the 292 Bachelor of Science in Office Administration (BSOA) students of Camarines Sur Polytechnic Colleges, Buhi Campus. The descriptive method was used in order to determine the challenges encountered by the students in stenography during the post pandemic. The instrument used in this study was a research-made questionnaire for data collection and was interpreted using weighted mean. The study identified several significant challenges and coping strategies regarding Stenography learning among BSOA students in the post-pandemic period. These challenges include difficulty in converting shorthand symbols into written words, trouble interpreting shorthand symbols, inconsistency in shorthand notation, and challenges in proofreading and editing shorthand notes. For advance shorthand, students struggled with maintaining speed and accuracy in fast-paced note taking, utilizing advanced equipment and technology, and mastering complex shorthand techniques. In machine shorthand, difficulties were found in maintaining accuracy and consistency, editing and proofreading machine generated notes, troubleshooting technical issues, and adapting to unclear audio inputs. To address these challenges, students adopted various coping strategies, which were largely effective in enhancing their stenographic skills. The most commonly employed strategies were seeking feedback from instructors and peers, using mnemonic devices like flashcards, engaging in self-recorded transcription practices, and utilizing online resources. The strategies underline the importance of active learning, feedback, and the use of diverse resources to overcome obstacles in skill development. Colina, Angelica Joy V., author. Contreras, Sharmay C., author. Daguiso, Jhon Whendelle Rey B., author. Echipare, Angelica T., author. Verona, Lea Katrine S., adviser. Tañamor, Ma. Bernadette O., panelist, chair. Infante, Leonisa O., panelist. Luzon, Niño Jeffrey L., panelist. ddc 0 UM C334p BSOA UTH 2024 0 0 ddc 0 0 BUHI BUHI UTH 2025-09-05 0 UTH BSOA C334p 2024 00254UM-BUH 2025-09-05 00:00:00 1-1 2025-09-05 UM 30382 30382