One Platform, Two Experiences: A Duoautoethnographic Reflection on How Moodle Facilitates Student Learning

Moodle is familiar to the students of the University of the Philippines Open University. Since 2007, it has served as the primary learning management system used in the delivery of the university’s courses. Given the pivotal role Moodle plays in the learning process, it has been continuously examined and evaluated, not only by faculty and administrators seeking to enhance its effectiveness, but also by students who engage with the platform on a daily basis. This paper presents a duoautoethnographic account of the experiences of two graduate-level students in their use of Moodle, centring on the question: “How did Moodle facilitate my learning?” Through this study, it was revealed that Moodle facilitated the learning experiences of these students by creating a space for content, connection, and, lastly, co-creation. An emergent distinction between “engaged” and “autonomous” learning dispositions also surfaced through the students’ narratives, highlighting varying needs and expectations regarding Moodle’s functionality. By documenting these perspectives, the study provides unique insights into student learning demands and dispositions, which can assist teachers, administrators, and developers in advancing inclusive Moodle innovations. Understanding how learners interact with Moodle in both engaged and autonomous ways can inform improvements in teaching approaches and platform design, ensuring that it remains an effective and responsive learning space for a diverse range of learners.

DOI: https://doi.org/10.64233/VJBC3685