The value of personal learning environments in teaching: a case study in a social media marketing course

2021 ◽  
Vol 12 (3) ◽  
pp. 258
Author(s):  
Kuan Pin Chiang ◽  
Henry Greene
Keyword(s):  
Social Media ◽  
Learning Environments ◽  
Social Media Marketing ◽  
Personal Learning ◽  
Personal Learning Environments

scholarly journals Podcasts for Nonformal Learning: Using Social Media for Creating Personal Learning Environments, Personal Learning Networks

2020 ◽  
Vol 88 ◽  
pp. 46-65
Author(s):  
Marija Stonkienė ◽  
Erika Janiūnienė
Keyword(s):  
Social Media ◽  
Informal Learning ◽  
Learning Environments ◽  
Media Content ◽  
Learning Networks ◽  
Personal Learning Networks ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Collaborative Interaction ◽  
The Creation

The use of second-generation web technology (WEB2) in education is emphasising the role of social media as educational sources. Researchers that are analysing personal learning environments (Schaffert, Kalz, 2009; Dabbagh, Kitsantas, 2012), personal learning networks (Couros, 2010) suggest the importance of social media, although this emphasis is attributed to the collaborative interaction of learners. To comprehensively assess the potential of podcasts as social media in the creation of personal learning environments, personal learning networks, the research described in this article does not restrict the definition of podcasts as the potential of collaboration provided by social media. In this article, attention is directed towards the potential of podcasts in the creation of personal learning environment and personal learning networks. By using integrated information behaviour module analysis to determine if the students of Lithuanian higher education institutions value the potential of informal learning provided by podcasts. To determine if these technologies are used for the formation of personal learning environments, personal learning networks, a discussion group research was conducted. During the research the analysis of participant podcast usage showed there is interaction between media content used for recreation and media content used for formal and informal learning. This means that the participants of the research use podcasts to create personal learning environments. On the other hand, this interaction is minimal, created only by the learners and reasoned by the search of educational podcasts. The analysis of the experiences of the discussion participants revealed that the collaborative interaction between learners involved in the research in searching, sharing and using podcasts in the process of learning is not intensive, it is typically fragmented. This allows to point out that the communities that use podcasts for informal learning are not forming. This shows that the potential of podcasts in creating a learning network is not fulfilled, and that podcasts don’t inspire participatory learning.

scholarly journals Implementing Mobile Learning Within Personal Learning Environments: A Study of Two Online Courses

2020 ◽  
Vol 21 (4) ◽  
pp. 181-198
Author(s):  
José Bidarra ◽  
Nuno Sousa
Keyword(s):  
Learning Environments ◽  
Mobile Learning ◽  
Online Courses ◽  
Critical Discussion ◽  
Social Needs ◽  
Open University ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
The Impact

This article presents a case-study of two distance learning courses, in order to address the question of universal adoption of mobile devices and applications by students, and the impact of these devices in personal learning environments (PLEs). First, a critical discussion of the value of these concepts in the current technological context was carried out, followed by an analysis of their impact on educational use, based on data collected in online courses on physics and statistics at Universidade Aberta, the Portuguese Open University. The results indicated that all students have adopted mobile learning, and the make-up of an individual’s PLE depends more on the learning resources available rather than on gender or age. These findings can help provide more efficient ways to implement learning by connecting current social needs to learners’ mobile PLEs, particularly when flexibility of time and space are of utmost importance. Further studies at the Portuguese Open University will address a larger and more balanced sample of students across more course units.

scholarly journals PLE & PLN FOR LANGUAGE LEARNING AND TEACHING: A CASE STUDY

2016 ◽  
Vol 3 (2) ◽  
pp. 35
Author(s):  
LETIZIA CINGANOTTO ◽  
DANIELA CUCCURULLO
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Learning Networks ◽  
Personal Learning Networks ◽  
Learning And Teaching ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Formación Permanente

Los recientes desarrollos de las tecnologías de aprendizaje están facilitando un cambio significativo en la experiencia formativa. El objetivo de este trabajo es explorar el potencial de los PLE (Personal Learning Environments) y de los PLN (Personal Learning Networks) a través de la descripción de un caso de estudio sobre una iniciativa de formación online: una respuesta innovadora a la gestión integrada de la "formación permanente" para la enseñanza de idiomas. El caso de estudio se refiere a una iniciativa online desarrollada a nivel internacional en 2012 y dirigida a profesores, formadores y educadores de todo el mundo, apasionados del aprendizaje de idiomas, utilizando tecnologías. Los autores planearon y moderaron una prueba de cinco semanas durante el "EVO 2012" (Electronic Village Online), ofreciendo una oportunidad libre para discutir y compartir ideas, prácticas y experiencias gracias a encuentros sincronizados en la plataforma Moodle, a través de videoconferencias con expertos internacionales y herramientas de trabajo asíncronos. El objetivo principal fue promover la conciencia de este tema, acompañando a profesorado y formadores en la explotación de las potencialidades de los PLE y de los PLN en clases de inglés para fines específicos (EFL en sus siglas en inglés).

scholarly journals A Case Study on the Perceptions of Educators on the Penetration of Personal Learning Environments in Typical Education

2016 ◽  
Vol 6 (1) ◽  
pp. 18-28 ◽  
Author(s):  
Stefanos Armakolas ◽  
Alexander Mikroyannidis ◽  
Christos Panagiotakopoulos ◽  
Theofania Panousopoulou
Keyword(s):  
Learning Environments ◽  
Teaching Practices ◽  
Self Regulation ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Pros And Cons

Personal Learning Environments (PLEs) help students manage and take control of their own learning. As such, the PLE promotes self-regulation in learning and allows learners to aggregate, manipulate and share digital artefacts within a flexible and versatile online space. This paper presents a case study in Greece, concerning an investigation about the penetration of PLEs in typical education. In particular, this case study aims at investigating the perceptions of educators about PLEs and their challenges in incorporating PLEs in their teaching practices. The findings are commented on the pros and cons of PLEs and the opportunities that they offer to the modern classroom. According to the results of the present research, most respondents are generally aware of the PLE concept and its advantages.

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