Learning amid a pandemic has become more challenging. While few students adapted to the new normal, a number regarded that learning has become more difficult. Not only that pandemic changed the way students work, it also made many of them constantly struggling with the concerns at their home and with their mental health. Anecdotal evidences suggest difficulties on the part of the students to cope and that teachers’ readiness and engagement in facilitating online classes cannot be overlooked. Against this backdrop, the study draws on the views of Social Science students on their online classes through an online survey and subsequent focus group discussions. The study addresses the needs of students majoring in Community Development, Philosophy, Political Science, and International Development after a year of online classes. Several notable findings came out of the study. First, in terms of gadgets and connectivity for classes, almost everyone has his/her own personal laptop or desktop and stable internet at home. However, due to prolonged use, frequency of usage and multiple users at home, glitches are usual occurrences. Second, the university policy on assessments and schedules of classes are helpful in ensuring frequency and pacing of assessments, but with an average of seven classes, the number of total assessments overwhelm the students. Third, faculty members are generally commended as “helpful and approachable”, but a considerable number do not respond to the messages of the students, which made them regard online learning as “moderately effective” and their experience as “challenging”. Fourth, students express their need for teachers’ presence and connection through extracurricular activities, which are fun and not altogether academic. The results of the study can provide inputs for informed decisions in the conduct of activities, academic and non-academic, for the Social Sciences in the subsequent schoolyear (2021-2022).
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