Article Per Year (5 Year)
p-Index From 2021 - 2026
1.405
P-Index
This Author published in this journals
All Journal Journal of Education and Learning (EduLearn) Journal of Digital Learning and Distance Education
PEDROSO, JOHN ERWIN
Unknown Affiliation
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

Published : 8 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 7 Documents
Search
Journal : Journal of Digital Learning and Distance Education

 1 
Social Studies Working Students' Experiences of Online Learning PEDROSO, JOHN ERWIN; Crudo, Mark Louie; Magno, Lester; Mellizo, Heart
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 1 No. 1 (2022): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (301.105 KB) | DOI: 10.56778/jdlde.v1i1.9

Abstract

Working students felt the impact of the uncertainties brought by the pandemic and faced issues influenced by various factors such as time constraints, home-schooling, and limited workspaces at home. This descriptive phenomenological qualitative study focused on describing the experiences of social studies working students during the COVID-19 pandemic. This study was conducted among six (6) social studies working students determined through purposive sampling. The data were gathered using a duly-validated researcher-made questionnaire administered through online platforms such as messenger and e-mail. The accumulated data was then analyzed using conventional qualitative content analysis. Social studies working on students’ experiences of online learning during the COVID-19 pandemic emerged to have three (3) major themes which are motivational experiences, roadblock experiences, and coping experiences, and six (6) major categories. The motivational experiences considered by social studies working students to pursue working while studying encompasses intrapersonal motivation and interpersonal motivation. Furthermore, during the course of their working-while-studying experience, they faced roadblock experiences such as challenges encountered and thoughts of discontinuing. In light of this, social studies working students had coping experiences namely coping with responsibilities and coping with feeling overwhelmed which helped them cope up with the demands of their duties. Delving into the experiences of social studies working students during the COVID-19 pandemic is critical in order to understand what they were going through. It is vital that these individuals' lived experiences be considered, knowing that they constitute an essential part of society.
Challenges and Opportunities Faced by Working Students Amidst Pandemic Pedroso, John Erwin; Melchie Liza ALCARDE; Albert Jan GORDON; Clara Belle PONESTO
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 1 No. 5 (2022): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v1i5.38

Abstract

The COVID-19 pandemic brought drastic changes in various institutions worldwide. It catalyzed the implementation of new-normal learning through alternative learning modalities. This descriptive phenomenological study aimed to explore the challenges and opportunities encountered by working students during the pandemic. Using criteria, the researchers have purposively chosen nine (9) working students from a public state university. A written interview questionnaire was utilized to gather data, which the researchers sent to the informants through the Messenger application. The informants were instructed to answer the question using Gibbs’ Reflective Model as a guide, where they needed to elaborate the description of their experience, feelings, evaluation, analysis, conclusion, and action plan. The gathered data were analyzed using thematic data analysis. The results included themes such as themes (1) challenges perceived and (2) opportunities gained while working and studying. Further, the researchers generated six (6) categories from the analyzed data. It revealed that working students during the pandemic encounter challenges since they (1) recognize emotional and physical-self limitations and (2) experience lesser in-person connection and mobilization. Regardless, they gained opportunities (3) to develop character and skills, (4) in their finances, (5) to establish a positive outlook, and (6) to develop coping mechanisms. Thus, working students encounter obstacles in this new normal yet obtain benefits integral to their education and personal development.
Graduate Students Views in Using Search Engines for Thesis Writing Casumpang, Stacy; Pedroso, John Erwin; Matullano, Isaiah Kurt; Tocong, Rochele Mae; Degomon, John Christian; Villanueva, Angel Marie
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 6 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i6.366

Abstract

Search engine market found that Google held a prominent position as the preferred search engine among graduate students. As these students heavily depend on search engines to meet their academic requirements, enjoying advantages such as convenient search outcomes and increased confidence in utilizing web search engines for their thesis writing. This qualitative-descriptive research describes the behavioral intentions of graduate students in using search engines in their thesis writing. The study utilized semi-structured written interview to gather data through google forms and delivered using messenger application to the informants who were purposively selected using purposeful sampling. The information gathered was then analyzed through thematic Analysis. The findings revealed that there are three (3) themes that emerge from the results, namely: Behaviors, Factors, Outcomes, and five (5) meaningful categories, namely: Stress free, Open Mindedness, Transitioning, Peer Influence, and Performance output. The study shows that their use of current technology helped graduate school students by maximizing the use of search engines in their skills in thesis writing.
Social Media as a Coping Tool Amongst Social Studies Pre-Service Teachers Pedroso, John Erwin; Notes, Fides Anna; Ferrer, Mary Princess; Jardeleza, Leony Cris; Estuya, Christian Bryle; Empil, Bea Dyasenth
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 7 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i7.367

Abstract

Social media has many uses on a day-to-day basis, like being a coping tool that can be used in different coping strategies. This study aims to describe how Social Studies Pre-service Teachers use social media as a coping tool. A qualitative descriptive study that utilized an online semi-structured interview form to gather data from eight (8) Social Studies pre-service teachers through purposeful sampling with inclusion criteria. The information gathered from their responses were then analyzed using content analysis. Three themes emerged namely, problem-focused coping, emotion-focused coping and social coping and seven (7) categories. Likewise, seven meaningful categories that emerged were, Seeking Information, Outletting Expression, Sourcing Relief, Being Mindful of Emotions, Keeping in Touch with Loved Ones, Meeting New People Online and Collaborating with Classmates. Social media serves as a coping tool in various ways and previous studies show that social media may both be a positive and negative coping tool. Therefore, one must understand the categories of coping tools in the lens of social media to provide adequate emotional and social help, thus using social media for healthier usage.
Online Activism Through Social Media Engagement of Community Youth Leaders from a Teachers College Quimba, Chris Gem; Pilarta, Jorlyn; Luengas, Donn Krisry; Pedroso, John Erwin
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 4 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i4.552

Abstract

Social media has continuously emerged as a transformative platform for youth civic engagement, enabling young leaders to participate in public discourse, advocate for causes, and shape community narratives. The aim of this study is examine how Filipino community youth leaders, specifically Sangguniang Kabataan (SK) Chairpersons, approach their social media engagement in relation to online activism. Employing a qualitative narrative inquiry approach grounded in Social Constructionism, this research captures the lived experiences of student leaders from a teachers' college. A semi-structured interview guide distributed through Google Forms was used to collect data through written interviews, enabling participants to provide in-depth, reflective answers. Findings reveal three major themes: (1) Crafting an Online Identity, where digital spaces allow for both personal self-expression and public image building; (2) Reimagining Activism Online, wherein social media actions become meaningful forms of civic participation; and (3) Developing Purpose in Activism, highlighting how pivotal events, emotional connections, and leadership roles deepen commitment to advocacy. These themes highlight how social media engagements strongly influence the political activities of community youth leaders, thus encouraging them to engage in digital forms of activism. These findings demonstrate that youth engagement online can evolve into reflective and sustained activism, underlining the role of social media as both a platform and a catalyst for youth-driven civic leadership in the digital age.
AI in Action: Exploring Practice Teachers' Integration of Artificial Intelligence in Lesson Demonstrations Pusoc, Jeric; Luague, Nicole; Morata, Jessa; Pedroso, John Erwin
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 4 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i4.555

Abstract

Artificial Intelligence (AI) plays a crucial role in our ever-evolving digital world. It benefits 21st-century citizens by offering a wide range of tools that drive technological advancements across various fields, including medicine, science, and, most importantly, the educational landscape. The integration of AI in education supports practice teachers by enabling innovative teaching practices, personalized learning experiences, and data-driven decision-making. Accordingly, this study explored the integration of artificial intelligence into the lesson demonstrations of practice teachers. It is anchored in George Siemens’ Connectivism Theory, which posits that knowledge is distributed across networks and that learning occurs through connections between people, ideas, and resources. Employing a descriptive qualitative approach, the study identified five major themes and fourteen subthemes. Findings conclude that AI serves as a transformative tool that enhances instructional design, classroom engagement, and teacher confidence when thoughtfully integrated into lesson demonstrations. It is recommended that future research involve a larger and more diverse sample and explore broader dimensions of AI in education to deepen understanding and support effective implementation.
Generation Z’s Views on the Ethical Use of Artificial Intelligence Tools in Accomplishing Academic Outputs LLANES, NELJHON PHILIP; Talamor, Miles Aishley; Jaspe, Shiena Marie; Pedroso, John Erwin
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 4 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i4.557

Abstract

The advent of technology has served as the fount of the emerging Artificial Intelligence tools, now often used in the field of academe benefiting students with the ease to accomplish academic tasks. While several people are confused about the different risks and benefits of using AI tools, this study highlights how students who are categorized as Generation Z view the ethical use of AI tools in accomplishing their academic outputs. A qualitative research design is used with the participation of the ten (10) AI-experienced students from WVSU - Integrated Laboratory School via purposive sampling. Despite AI’s ambivalence, results revealed that they view AI tools as a helpful tool for academic success which has a corresponding responsibility, discipline and orientation. This opens up the necessity for the institutions to provide and strengthen clear ethical guidelines, policies and digital literacy programs to preserve academic integrity as AI tools advance nowadays.
Co-Authors Albert Jan GORDON Bonzo, Ernie Casumpang, Stacy Clara Belle PONESTO Crudo, Mark Louie Degomon, John Christian Empil, Bea Dyasenth Estuya, Christian Bryle Ferrer, Mary Princess Habaña, Maylin P. Jardeleza, Leony Cris Jaspe, Shiena Marie LLANES, NELJHON PHILIP Luague, Nicole Luengas, Donn Krisry Magno, Lester Matullano, Isaiah Kurt Melchie Liza ALCARDE Mellizo, Heart Morata, Jessa Notes, Fides Anna Oducado, Ryan Michael F. Penuela, Ayesha Pilarta, Jorlyn Pusoc, Jeric Quimba, Chris Gem Talamor, Miles Aishley Tamdang, Khen Tocong, Rochele Mae Villanueva, Angel Marie