03511nam a2200325 i 4500003000500000005001700005008004100022040002500063090002400088100003400112245021400146260007300360300001600433336002100449337002500470338002300495502010100518520204200619700004002661700003802701700004702739700003802786720004002824720005302864720003802917720004302955942004202998952012803040999001703168CSPC20250905141147.0250905b2024    ph a     b    00| 0 eng d  aCSPCbengcCSPCerda  aUTH BSOA C334p 20241 aCereza, Lyndon J., eauthor. 10aPost-pandemic challenges in stenography : bbasis for skill enhancement initiative / cLyndon J. Cereza, Angelica Joy V. Colina, Sharmay C. Contreras, John Whendelle Rey B. Daguiso, and Angelica T. Echipare.    aBuhi, Camarines Sur : bCamarines Sur Polytechnic Colleges, c2024.   a80 leaves.   2rdacontentatext  2rdamediaaunmediated  2rdacarrieravolume  aUndergraduate Thesis (BSOA)- Office Administration  cCamarines Sur Polytechnic Colleges, 2024. 3 aThe 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. 1 aColina, Angelica Joy V., eauthor. 1 aContreras, Sharmay C., eauthor. 1 aDaguiso, Jhon Whendelle Rey B., eauthor. 1 aEchipare, Angelica T., eauthor. 1 aVerona, Lea Katrine S., eadviser. 1 aTañamor, Ma. Bernadette O., epanelist, chair.1 aInfante, Leonisa O., epanelist. 1 aLuzon, Niño Jeffrey L., epanelist.   2ddcn0cUMhC334p iBSOA kUTH m2024  00102ddc4070aBUHIbBUHIcUTHd2025-09-05l0oUTH BSOA C334p 2024p00254UM-BUHr2025-09-05 00:00:00t1-1w2025-09-05yUM  c30382d30382