ISSN (Online): 2455-3662 EPRA International Journal of Multidisciplinary Research (IJMR) - Peer Reviewed Journal Volume: 8| Issue: 10| October 2022|| Journal DOI: 10.36713/epra2013 || SJIF Impact Factor 2022: 8.205 || ISI Value: 1.188 2022 EPRA IJMR | www.eprajournals.com | Journal DOI URL: https://doi.org/10.36713/epra2013 196 UNVEILING THE LIVED EXPERIENCES OF COLLEGE STUDENTS IN TEACHING DEMONSTRATION THROUGH ONLINE PLATFORM: A PHENOMENOLOGICAL STUDY Crystel Mae Rodriguez, Rona Masinaring, Analyn Mamaumbon, Gabrele D. Cubero Davao de Oro State College New Bataan, Philippines Article DOI: https://doi.org/10.36713/epra11558 DOI No: 10.36713/epra11558 ABSTRACT Online teaching is an introduced platform due to the pandemic brought by COVID-19. College practitioners teaching elementary students are engaged in challenging situations, teaching through the use of online platform. The online technology is an effective learning tool that enhances the preservice teachers’ capabilities to teach through the online program. Specifically, this pandemic can cause pre ssure towards the BEED college students upon to their teaching demonstration and every institution is abruptly shift to online class due to the global health issues. Using a qualitative research design study, this paper aims to explore and to unveil the lived experiences of Bachelor of Elementary Education college students in teaching demonstration through online platform. It is used to describe how college students experience a certain phenomenon. In the study, 8 first year to fourth year college students from the education department were purposely selected to participate. The researcher gathered information from the participants through in-depth interviews. There were seven major themes revealed in this study: boost confidence; build communication skills; difficulty in delivering lesson; unstable internet connection; ask others help; finding alternative ways and back to face to face. Moreover, the study found that unstable internet connection was the major problem encountered by the college students to perform their teaching demonstration through online platform. But the lived experience of the college students in online class should be understood and provide a lending ear and to be heard a voice for building a strong understanding about their learning journey in this pandemic crisis. KEYWORDS: lived experiences, teaching demonstration, online platforms, college students, internet problems, Philippines INTRODUCTION Online teaching is an introduced platform due to the pandemic brought by COVID-19. College practitioners teaching elementary students are engaged in challenging situations, leading through the online platform. Online technology is an effective learning tool that enhances the pre- service teachers’ capabilities to guide them through the online program. Moreover, the life experience of BEED college students’ competency to impart and implement learning and adjust to the new generation of teaching would not be easy. Teaching demonstration through online technology creates different outcomes for the students and the teachers. Due to the pandemic, it was constrained to carry out the activity with students exclusively (Sobaih et al. 2020). . In global online learning environments, it offers a learner the opportunities for flexibility, interaction, and collaboration (Gedera et al., 2013). 4,600,00 college learners in the United States are currently studying at least one of their classes online, and by 2014, this figure will rise to 18,650,000, according to New Horizon (2012). (para. 10). Integrating educational technologies creates issues and worries related to students' learning. In addition, practitioners should focus on the potentials and applications that educational technologies give people to improve their performance and the constraints of these technologies that impair them. In the Philippines, practice instructors are given every opportunity to bring out the best in aspiring teachers. They are also required to offer various options for self- reflection that will help one become ready to be a student- teacher. According to Daluba (2013), students taught using the demonstration technique perform much better than those taught using the traditional lecture style. The student teaching experience should also be organized to accommodate changes and created so that student teachers can offer value-added services that will improve student learning. At the same time, they develop the skills needed to get ready for their classrooms and students. To achieve this goal through practice teaching, the collaborating schools and the Teacher Training Institution— where the content and strategy courses are initially studied— should collaborate. At these institutions, the majority of practice teaching experience is gained. Furthermore, student teaching is a difficult task that demands the most significant moral, personal, and professional dedication from all who choose to serve. Beltran (2002) pointed out that the improvement of student teachers depends on how the teacher training schools have molded these pre-service teachers. The online platform accentuates that technology does not offer a complete solution for a transformative education; the practitioners should concentrate