2025 IJRSE – Volume 14 Issue 9
Available Online: 2 May 2025
Author/s:
Peñeda, Marilou B.
Visayas State University Tolosa, Philippines (marilou.peneda@vsu.edu.ph)
Abstract:
Teaching in the 21st century presents a continuous challenge for educators to innovate pedagogies that foster quality learning and skill development, particularly in writing. The study focuses on the experiences of the students in blended learning using Edmodo as an online platform. It aims to identify the benefits of blended learning, students’ likes and dislikes, students’ suggestions for improvement of the blended teaching-learning using Edmodo, and the experiences in using Edmodo as a learning management system in blended learning. The study is qualitative using phenomenological approach to deeply explore on the experiences of the first year of college students. Results revealed that among the benefits identified were effective learning, development of self-directed skills, increased interaction during discussions, and heightened interest in the Filipino subject. Students appreciated the variety of instructional methods used, topic relevance, and the platform’s user-friendly nature. However, challenges such as unstable internet connections and tight deadlines were revealed as drawbacks. Students suggested extending the time allotted for lesson completion and providing more comprehensive orientations on using Edmodo. Based on the experience of using the online tool Edmodo, results revealed that students reported numerous learning, gained positive interest in learning, developed positive academic qualities, and had meaningful and unique experiences. These findings suggest that blended learning using Edmodo is an effective approach to cultivating writing skills and enhancing student engagement in Filipino.
Keywords: blended learning, Edmodo, Filipino language, qualitative, Philippines
DOI: https://doi.org/10.5861/ijrse.2025.25066
Cite this article:
Peñeda, M. B. (2025). Experiences in blended learning using Edmodo: Enhancing writing skills. International Journal of Research Studies in Education, 14(9), 39-49. https://doi.org/10.5861/ijrse.2025.25066