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 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

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 Use of scenario development and personal learning environment and networks (PLE&N) to support curriculum co-creation

2018 ◽  
Vol 13 (2) ◽  
pp. 848-858 ◽  
Author(s):  
Eric Tsui ◽  
Nikolina Dragicevic
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Design Methodology ◽  
Working Environment ◽  
Scenario Development ◽  
Learning Space ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Business Environments ◽  
Constant Change

AbstractIn much of the current discussions on business environments, a recurring theme both for academics and practitioners is that it is marked by inherent uncertainty (unknown unknowns). Hence, knowledge workers must have skills and understanding of the possible ways to navigate through and adapt to constant change. However, the tendency of prevailing approaches to curriculum development to focus on (static) learning outcomes, we argue, is not appropriate to train young people to adapt to the unpredictable working environment. Instead, more dynamic approaches to curriculum are required, which would instead focus on learning as a continuous relearning and emergent process of adaptation and stimulate students' inquiry and intellectual and creative skills. This paper approaches the issue by discussing the opportunities of using scenario thinking and development together with a personal learning environment and network (PLE&N) for co-creating a curriculum with students, teachers, and practitioners in higher education. In short, the methodology underpinning scenario development recognizes that uncertainty can be best dealt with and understood from the perspective of a range of possibilities and multiple futures through a facilitated, coherently structured process. PLE&N, on the other hand, serves as a learning space which stimulates self-regulated and network-based learning. The paper contends that curriculum informed by such a design methodology would lead to more frequent and appropriate updates as well as equip students with skills to work in a volatile, uncertain, complex, and ambiguous (VUCA) environment.

scholarly journals Los entornos personales de aprendizaje en el marco de la educación permanente

EDMETIC ◽  
2013 ◽  
Vol 2 (1) ◽  
pp. 94
Author(s):  
Elvira E. Navas
Keyword(s):  
Learning Environment ◽  
Lifelong Learning ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Siglo Xx

<p>En este trabajo se presenta un estudio documental sobre el surgimiento, evolución y estado actual de la utilización y desarrollo de los Entornos Personales de Aprendizaje (Personal Learning Environment, PLE) en el marco de la Educación Permanente o Aprendizaje para Toda la vida (Lifelong Learning). En primer lugar, se hace una revisión del concepto de Educación Permanente desde la literatura de inicios de siglo XX. A continuación, se procede a estudiar el término PLE, desde sus orígenes hasta la interpretación actual. Se presentan experiencias tanto nacionales como internacionales donde se ejemplifica de forma práctica la utilización de PLE en la educación universitaria. Finalmente, se hace una reflexión de cierre sobre las proyecciones de futuro del uso de los PLE en el marco de la educación permanente.</p>

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