scholarly journals VENTAJAS DE LA UTILIZACIÓN DE LOS ENTORNOS VIRTUALES DE APRENDIZAJE DESDE LA PERSPECTIVA DEL ALUMNADO Y FAMILIAS

2016 ◽  
Vol 1 (1) ◽  
pp. 307
Author(s):  
Margarita Pino-Juste ◽  
José Domínguez Alonso
Keyword(s):  
Learning Community ◽  
Learning Environments ◽  
Group Discussion ◽  
Innovation Process ◽  
Personal Learning ◽  
Self Regulated Learning ◽  
Personal Learning Environments ◽  
Entornos Virtuales De Aprendizaje ◽  
Use Of Social Media ◽  
Medios Sociales

Abstract:ADVANTAGES OF USING VIRTUAL LEARNING ENVIRONMENTS FROM THE PERSPECTIVE OFSTUDENTS AND FAMILIESIntroduction: This study investigated the effects that the design of personal learning environments has in overcoming student´s lack of motivation. Method: The methodology used was the case study with an ethnographic orientation approach. This methodology allowed to describe the advantages of using the participants personal learning environments regarding their own learning experiences. The technique employed to conduct the study was the analysis of the content of the information that had been collected in group discussion exercises made with teachers, students and parents who got involved in the experience. Results: Using personal learning environments has advantages for student’s motivation and student´s performance. However, there are some evident problems with the implementation of the innovation process. Conclusions: This pedagogical approach represents promising advances in the integration of both formal and informal learning. Furthermore, the use of social media and the support of self-regulated learning highlight the usability of the approach.Keywords: Personal Learning Environment (PLE), Learning Community, Learner Motivation, Social Media.Resumen:Introducción: Este estudio investigó los efectos del diseño de entornos personales de aprendizaje en la superación de la desmotivación discente. Método: Con la finalidad de describir las ventajas en la utilización de los entornos personales de aprendizaje de los participantes respecto a sus propias vivencias de aprendizaje, se utiliza una metodología de estudio de caso evaluativo de orientación etnográfica y como técnica el análisis de contenido de la información recogida de los grupos de discusión con el profesorado, alumnado y padres implicados en la experiencia. Resultados: La utilización de los entornos personales de aprendizaje tiene ventajas para la motivación y el rendimiento docente del alumnado pero se evidencian algunas problemáticas en la implementación del proceso de innovación. Conclusiones: Señalan que es un enfoque pedagógico potencialmente prometedor para integrar tanto el aprendizaje formal e informal utilizando los medios sociales y el apoyo al aprendizaje autorregulado de los estudiantes y ponen de relieve su facilidad de uso.Palabras Clave: Entornos personales de aprendizaje, Comunidades de aprendizaje, Motivación discente, Medios de comunicación.

scholarly journals A Systematic Review and Trend Analysis of Personal Learning Environments Research

2022 ◽  
Vol 12 (1) ◽  
pp. 43-53
Author(s):  
Sarah A. L. Serhan ◽  
◽  
Noraffandy Yahaya
Keyword(s):  
Systematic Review ◽  
Trend Analysis ◽  
Learning Environments ◽  
System Development ◽  
Future Research ◽  
Self Directed Learning ◽  
Personal Learning ◽  
Self Regulated Learning ◽  
Current Systematic Review ◽  
Personal Learning Environments

The concept of personal learning environments (PLEs) is relatively new and is continuously developing. Over the past decade, there has been a significant upsurge in the number of PLEs-related research. Nevertheless, there is a lack of recent systematic reviews and trend analysis covering many PLEs studies; to the best of our knowledge. Therefore, the current systematic review is significant and indispensable in reviewing journal articles that discussed PLEs between 2000 and 2020. We searched Web of Science, Scopus, Sciences Direct, JSTOR, Springer, Google Scholar, and IEEE Xplore for studies published in English without limit in location or time to retrieve accurate results. Trend graphics for the extracted themes were also analyzed using descriptive statistics in Excel. According to the defined inclusion criteria, one hundred forty-eight articles were selected for the analysis. This study reveals that literature on PLEs has progressed from 2000 to 2020; the majority of PLEs-related articles were published between 2011 and 2020, with the year 2013 having the highest number of published articles (17 articles), followed by 16 papers published in both years 2014 and 2017. We found that the published PLEs research originated from 46 countries; 26 (17.6%) were from Spain. The majority of the authors had education, computer science, information technology and engineering backgrounds. This review also showed that numerous platforms had been used in PLEs research, with Web 2.0 the most commonly used platform. We noted that the most common objectives of the included articles were PLEs custom system development, analysis of the PLEs, description of experiments, investigations, development of factor models, framework development, and examination. The most common theoretical perspectives in the published articles were self-regulated learning, self-directed learning, and constructivism. The current systematic review and trend analysis can become a guidance platform for researchers, educators, policymakers or even journal publishers for future research in PLEs research.

Personal Learning Environments

2011 ◽  
Vol 2 (4) ◽  
pp. 1-11 ◽  
Author(s):  
Sebastian H. D. Fiedler ◽  
Terje Väljataga
Keyword(s):  
Adult Learners ◽  
Web 2.0 ◽  
Learning Environments ◽  
Formal Education ◽  
The Other ◽  
Learning Activities ◽  
Web 2.0 Technologies ◽  
Personal Learning ◽  
Digital Instrumentation ◽  
Personal Learning Environments

This paper reviews and critiques how the notion of PLEs has been conceptualised and discussed in literature so far. It interprets the variability of its interpretations and conceptualisations as the expression of a fundamental contradiction between patterns of activity and digital instrumentation in formal education on one hand, and individual experimentation and experience within the digital realm on the other. It is suggested to place this contradiction in the larger socio-historic context of an ongoing media transformation. Thus, the paper argues against the prevalent tendency to base the conceptualisation of PLEs almost exclusively on Web 2.0 technologies that are currently available or emerging, while underlying patterns of control and responsibility often remain untouched. Instead, it proposes to scrutinise these patterns and to focus educational efforts on supporting adult learners to model their learning activities and potential (personal learning) environments while exploring the digital realm.

scholarly journals Tag-based collaborative filtering recommendation in personal learning environments

2013 ◽  
Vol 6 (4) ◽  
pp. 337-349 ◽  
Author(s):  
Mohamed Amine Chatti ◽  
Simona Dakova ◽  
Hendrik Thus ◽  
Ulrik Schroeder
Keyword(s):  
Collaborative Filtering ◽  
Learning Environments ◽  
Personal Learning ◽  
Personal Learning Environments

scholarly journals Teaching Power Electronics and Digital Electronics using Personal Learning Environments. From Traditional Learning to Remote Experiential Learning

2017 ◽  
Vol 13 (08) ◽  
pp. 18
Author(s):  
Mourad Gourmaj ◽  
Ahmed Naddami ◽  
Ahmed Fahli ◽  
Driss Nehari
Keyword(s):  
Learning Environments ◽  
Management System ◽  
Learning By Doing ◽  
Limiting Factors ◽  
Traditional Learning ◽  
Main Question ◽  
Personal Learning ◽  
Learning Modules ◽  
Personal Learning Environments ◽  
Efficient Learning

<p class="0abstractCxSpFirst"><span lang="EN-US">Practical works have a fundamental role in the curriculum of any scientist, engineer, and technician. It helps learners to face the real world and put in practice what they have learned to judge their operability. Moreover, due to some limiting factors and due to the growth number of learners, universities and institutes have become inapt to give efficient learning. Distance education presents a future key to reduce these restrictions. </span></p><p class="0abstractCxSpLast"><span lang="EN-US">Currently, remote experiments together with web-based courses approach significantly contribute to many aspects of education for learners. In this context, the main question addressed is how we ensure that an educational system evolves to better serve the needs of learners? The present work proposes a solution based on student’s Personal Learning Environments ‘PLEs’. PLEs are educational platforms that help learners take control and manage their own learning process, learning modules with remote experiments, for reaching a specific goal. In order to response these criteria we use the Learning Management System (LMS) Moodle, the e-portfolio Mahara, the Remote Laboratory Management System (RLMS) iLab Shared Architecture (ISA) with additional tools and plug-ins to implement the learning by doing environment.</span></p>

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.

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