Abstract
This qualitative study aimed to explore the challenges experienced by the eighty-two Grade 12 students in utilizing the interactive videoconferencing and online text-based module while learning the concepts of Kinematics and Dynamics. The use of each learning modality provides unique demotivating experiences that need to be addressed. The students identified technological sufficiency challenges, social anxiety, household barriers, technology fatigue, and online multitasking behavior as challenges in using interactive videoconferencing while self-regulation challenges, self-learning ability and learning style preferences, lack of immediate support and feedback, and technological sufficiency challenges are identified for online text-based module. Understanding these challenges may help educators in increasing the learning outcomes in the use of these modalities.