scholarly journals Formation of digital competence of future teachers of elementary school using blended learning and personal learning environment

2018 ◽  
Author(s):  
M. Gladun ◽  
D. Nastas ◽  
S. Spivak
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Informal Learning ◽  
Educational Institution ◽  
Educational Process ◽  
Teaching Staff ◽  
Digital Competence ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Characteristic Features

The article is devoted to the issue of formation and increasing digital competence of future primary school teachers. The article addresses the issue of the implementation of blended learning in higher education, analysis methods and software applications with which scientific and teaching staff engaged in educational activities. The characteristic features and needs of the new generation Z have been determined, the concepts of macro, meso and micro trends in European education have been analyzed. The authors discovered the meaning of Personal learning environment (PLE), substantiated the idea that giving students the opportunity to work in a qualitatively formed e-environment will allow them to acquire professional and soft-skills for later life, create their own e-portfolio, manage their own educational formal and informal learning process throughout life. There are highlighted and described the characteristic features of informal learning in the article. The emphasis in the work is on the personalization of educational trajectories of students, thanks to PLE tools. The use of ICT, in particular, network services, allows us to create the appropriate pedagogical and technological basis for the maintenance of modern informational systems of educational purposes, which are the priority in the basis of any educational process, the formation of digital competence, and the effective organization of the educational environment of an educational institution

The influence of using parts of personal learning environment on student performance and learning motivation

2020 ◽  
Vol 1 (1) ◽  
pp. 42-50
Author(s):  
A. K. Pogrebnikov ◽  
V. N. Shestakov ◽  
Yu. Yu. Yakunin
Keyword(s):  
Learning Environment ◽  
Student Performance ◽  
Performance Indicators ◽  
Positive Impact ◽  
Educational Institution ◽  
Educational Process ◽  
Intermediate Grades ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Personal Accounts

The article discusses the possibilities of creating and developing a personal educational environment (PLE) as a tool that allows students to improve their academic performance in universities. The study aims are to identify the links between the use of PLE parts and student performance indicators. Methods of mathematical statistics were used to investigate the results of a survey of 348 students about the use of information resources in the educational process. The analysis of the use of individual elements of the PLE for training and communication of students with each other and with teachers was held. Students using a personal learning environment mostly have a higher average mark, pass intermediate grades more successfully, and less often resort to retakes. The positive impact of using social networks and personal accounts for communication with teachers on performance indicators was revealed. One of the results of the study is the confirmation of the possibility of using PLE in an educational institution as a unified system that helps students in learning and improves average performance, due to the fact that a balanced set of elements of PLE involves in the work both successful and lagging students.

scholarly journals Using Personal Learning Environment (PLE) Management to Support Digital Lifelong Learning

2021 ◽  
pp. 761-782
Author(s):  
Cherng-Jyh Yen ◽  
Chih-Hsiung Tu ◽  
Laura E Sujo-Montes ◽  
Hoda Harati ◽  
Claudia R. Rodas
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Open Educational Resources ◽  
Learning Goals ◽  
Lifelong Learners ◽  
Personal Learning ◽  
Network Learning ◽  
Self Regulated Learning ◽  
Personal Learning Environment

Personal Learning Environment is a promising pedagogical approach to integrate formal and informal learning in social media and support student self-regulated learning. The use of PLEs to support lifelong learning can be expanded to the formal, non-formal, or informal learning environments. This study empirically examined how PLE management predicted the use of PLE to support three types of lifelong learning (i.e., formal, non-formal, or informal learning). This study concluded that PLE management was predictive of each type of learning respectively. PLE is not only a technical platform but also a new digital learning literacy, conceptual space, pedagogical process, and social networks that enable and support learners to achieve their lifelong learning goals. While Open Educational Resources (OERs) are perceived as a solution for social justice in digital lifelong learning, PLE and Open Network Learning Environment are identified as the key pedagogy and instructional strategies to empower learners gaining network-learning literacy and becoming competent digital lifelong learners.

scholarly journals Blended Model Personal Learning Environment (PLE) untuk Meningkatkan Pemahaman Matematika dalam Bilangan Bulat di Sekolah Dasar

2021 ◽  
Vol 5 (2) ◽  
pp. 1782-1792
Author(s):  
Abdul Sholeh ◽  
Yufiarti Yufiarti
Keyword(s):  
Action Research ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Model ◽  
Research Model ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Student Center ◽  
Plan Action

Permasalahan pembelajaran matematika dalam bilangan bulat yaitu belum berorientasi pada pemahaman dan kebermaknaan, namun bersifat penyampaian informasi dari guru kepada siswa. Tujuan penelitian ini yaitu mengeksplorasi peningkatan pemahaman matematika dalam bilangan bulat melalui blended learning model personal learning environment (PLE). Metode penelitian ini yaitu clasroom action research model Kemmis dengan desain yaitu plan, action, obsrevasi dan refleksi, pada siswa kelas VI Sekolah Dasar. Lembar pengamatan, wawancara, dan tes digunakan sebagai instrumen pengumpulan data. Hasil penelitian menunjukan blended learning model PLE dapat meningkatkan pemahaman matematika dengan nilai rata-rata pada siklus I yaitu 76,40 dan siklus II yaitu 86,20 terdapat selisih yaitu 9,8 ditinjau kriteria pada siklus I berkategori Baik dan pada siklus II berkategori sangat baik. Berdasarkan Kriteria Ketuntasan Minimal pada siklus I- II mencapai 100 %. Peningkatan nampak pada aspek pembelajaran yang bersifat student center yakni terjadi interaksi pembelajaran antara siswa dengan siswa, siswa dengan guru maupun interaksi dengan sumber belajar lainnya sehingga mampu mengembangkan asfek kognitif, afektif maupun psikomotor. Oleh karena itu, bagi guru SD dalam pembelajaran matematika tentang bilangan bulat disarankan untuk menerapkan blended learning model personal learning environment (PLE).

scholarly journals Using Personal Learning Environment (PLE) Management to Support Digital Lifelong Learning

2019 ◽  
Vol 9 (3) ◽  
pp. 13-31 ◽  
Author(s):  
Cherng-Jyh Yen ◽  
Chih-Hsiung Tu ◽  
Laura E Sujo-Montes ◽  
Hoda Harati ◽  
Claudia R. Rodas
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Open Educational Resources ◽  
Learning Goals ◽  
Digital Learning ◽  
Personal Learning ◽  
Network Learning ◽  
Self Regulated Learning ◽  
Personal Learning Environment

Personal Learning Environment is a promising pedagogical approach to integrate formal and informal learning in social media and support student self-regulated learning. The use of PLEs to support lifelong learning can be expanded to the formal, non-formal, or informal learning environments. This study empirically examined how PLE management predicted the use of PLE to support three types of lifelong learning (i.e., formal, non-formal, or informal learning). This study concluded that PLE management was predictive of each type of learning respectively. PLE is not only a technical platform but also a new digital learning literacy, conceptual space, pedagogical process, and social networks that enable and support learners to achieve their lifelong learning goals. While Open Educational Resources (OERs) are perceived as a solution for social justice in digital lifelong learning, PLE and Open Network Learning Environment are identified as the key pedagogy and instructional strategies to empower learners gaining network-learning literacy and becoming competent digital lifelong learners.

ANALYSIS OF FEEDBACK IN PERSONAL LEARNING ENVIRONMENT

2018 ◽  
pp. 36-41
Author(s):  
Yu. Yu. Yakunin ◽  
A. K. Pogrebnikov
Keyword(s):  
Learning Environment ◽  
Data Processing ◽  
Information Technologies ◽  
Real Data ◽  
Educational Process ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Control Actions ◽  
Source Data

The article discusses the approach to the use of personal learning environment for obtaining and analyzing feedback from students. The study was conducted on the basis of assessments and feedback from students, collected over six semesters. A total of 1200 students from the Institute of Space and Information Technologies of the Siberian Federal University took part in the research. An algorithm is proposed for selecting reliable estimates of students, allowing to clear the source data from interference and emissions, as well as to increase the relevance of these estimates. The results of the analysis of data from the students, showing the possibility of their use for the formation of control actions on the educational process are presented. Examples of real data reflecting interference, numerical characteristics of disciplines formed from the results of the survey, as well as the effect of interference on the results of data processing, are considered.

scholarly journals Personal learning environment of the talented student - based on their own experiences

2019 ◽  
Vol 10 (2) ◽  
pp. 76-84 ◽  
Author(s):  
Aneta Kamińska
Keyword(s):  
Learning Environment ◽  
Quantitative Research ◽  
Educational Process ◽  
Digital Tools ◽  
Digital Learning ◽  
Chat Rooms ◽  
Learning Space ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Talented Students

Aim. The purpose of the research is to depict how talented students create their personal learning environment. The author of that paper shows a difference that has occurred thanks to the comparison between the manner in which average students and talented students build their personal learning environment. Methods. The author has conducted quantitative research, by making a survey. The surveys were carried out among fifty talented students. This paper focuses on the presentation of their opinions. The respondents presented how they constructed their personal learning environment. Additionally, they expressed their viewpoints about their digital competences. Results. The analysis shows that talented students are familiar with the latest digital tools. It allows them to design their personal learning space effectively. They can collect and process information profitably. They are also keen to share their knowledge with other participants of an educational process via the Internet, using some complex and practical devices. Moreover, talented students prefer discussing educational problems with other students online. They use some appropriate tools, such as chat rooms and social networking services. According to the research, the author can conclude that talented students are able to build and improve their digital learning space very well. They seem to create their personal learning environment functionally and consciously. Conclusions. Talented learners use advanced searching strategies, methods of collecting and storing information, and also teamwork tools. It is particular that they are autonomous learners but they also like sharing knowledge with other learners. The level of information competences of the talented students is quite high.

scholarly journals Management aspects of blended learning implementation in an educational organization: the main problems and ways to solve them

2021 ◽  
Vol 10 (2) ◽  
pp. 228-233
Author(s):  
Olga Fedorovna Bryksina
Keyword(s):  
Blended Learning ◽  
Extracurricular Activities ◽  
Educational Process ◽  
Federal State ◽  
Teaching Staff ◽  
Learning Technology ◽  
Digital Competence ◽  
Managerial Decision ◽  
Educational Organization ◽  
The Creation

This paper examines the management tasks that the administration of an educational organization has to solve when introducing blended learning technology. Particular attention is paid to the creation of material and technical conditions, taking into account the specifics of blended learning models implementation, the organizational and regulatory components of this process in conditions of a lack of financial resources (in particular, centralized access to the resources of the school media center). The approaches to content creation for information and educational environment are analyzed, taking into account their variability and educational organization capabilities, the analysis of management decisions is carried out. Particular attention is paid to the preparation of subjects of the educational process for the implementation of blended learning. Considering the issues of improving the qualifications of teaching staff, a comprehensive analysis of the problem and the associated need for a systematic approach to its solution are noted; variability of managerial decision making; advantages of in-house training and the creation of temporary creative teams are noted. The paper reveals the problems of preparing students for blended learning, gives recommendations for extracurricular activities organization aimed at students digital competence development in accordance with the requirements of the Federal State Educational Standard. In conclusion, it is noted that there is a need for a systematic and planned nature of measures to introduce blended learning and monitor the achievement of the set goals, which will require the development of a system of criteria and indicators of the attainability of the tasks.

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