Exploring the Possibilities of an Institutional PLE in Higher Education

2013 ◽  
Vol 4 (4) ◽  
pp. 1-15 ◽  
Author(s):  
Jesús Salinas ◽  
Victoria I. Marín ◽  
Catalina Escandell
Keyword(s):  
Learning Environments ◽  
Exploratory Study ◽  
Virtual Learning Environment ◽  
Balearic Islands ◽  
Graduate Course ◽  
Good Tool ◽  
Personal Learning ◽  
Student Questionnaire ◽  
Academic Information ◽  
The University

This paper presents an exploratory study on the potential for offering students elements to construct their own personal learning environments, by integrating an institutional virtual learning environment and an e-portfolio system. The study was conducted in the University of the Balearic Islands (Spain) and 73 students enrolled on a graduate course on Pedagogy took part in the study. The course was project-based, and the study was carried out in phases. The collection of data was undertaken through observation and monitoring the evolution of the e-portfolio activity, a student questionnaire and the observation of student output. This data showed that this kind of environment is used almost exclusively for academic purposes. The conclusions include that the e-portfolio is a good tool for the organization of academic information; it is useful for collaborating and working in groups.

Trajectory of an Institutional PLE in Higher Education Based on an e-Portfolios System

2015 ◽  
pp. 132-156
Author(s):  
Jesús Salinas ◽  
Victoria I. Marín
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Virtual Learning Environment ◽  
Balearic Islands ◽  
Good Tool ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Student Questionnaire ◽  
Academic Information ◽  
The University

This paper presents a study during four academic years (from 2010/11 to 2013/14) on the potential for offering students elements to construct their own personal learning environments, by integrating an institutional virtual learning environment and an e-portfolios system. The study was conducted in the University of the Balearic Islands (Spain) and a total of 232 students enrolled to a graduate compulsory course of the fourth year of the studies of Pedagogy took part in the study. The course was performed using the project-based method, and the study was carried out by phases. The collection of data was done through observation and monitoring the e-portfolio activity, a student questionnaire and the observation of student output. These data showed that this kind of environment is used almost exclusively for academic purposes. Some conclusions are that e-portfolio is a good tool for the organization of academic information and that it is useful for collaborating and working in groups.

Enhancement Process of Didactic Strategies in a Degree Course for Pre-Service Teachers

2017 ◽  
Vol 12 (4) ◽  
pp. 14-24 ◽  
Author(s):  
Adolfina Pérez Garcias ◽  
Victoria I. Marín
Keyword(s):  
Learning Environments ◽  
Balearic Islands ◽  
Design Based Research ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Personal Learning Environments ◽  
Teachers And Students ◽  
Didactic Strategies ◽  
University Course ◽  
The University

This paper presents a study on the enhancement of didactic strategies based on the idea of personal learning environments (PLE). It was conducted through three iterative cycles during three consecutive academic years according to the phases of design-based research applied to teaching in a university course for pre-service teachers in the University of the Balearic Islands (Spain). Four teachers, one researcher and over 600 students took part in the study. The results show that both teachers and students were satisfied with the didactic strategy based on PLE management (Personal Learning Environment). There were also resulting signs showing that the students transferred what they had learnt to other contexts, and the strategy designed by the lecturers showed continuity. All this leads to the conclusion that the foundations have been set for a change in methodology.

scholarly journals Primary Education Teacher Training: an exploratory study from the lockdown towards the post Covid period

2021 ◽  
Vol 21 (3) ◽  
pp. 150-164
Author(s):  
Eugenia Di Barbora ◽  
Lucia Bragatto ◽  
Lucia Locuoco ◽  
Daniela Paci ◽  
Maura Tavano
Keyword(s):  
Teacher Training ◽  
Primary Education ◽  
Classroom Environment ◽  
Exploratory Study ◽  
Virtual Learning Environment ◽  
Online Questionnaire ◽  
Use Of Technology ◽  
Formed Part ◽  
The University ◽  
The Impact

This exploratory study, conducted during the first Covid-19 lockdown, formed part of the practical module of the Teacher Training in Primary Education course at the University of Udine, and was carried out on a sample of trainees enrolled on the course. The research had the following objectives: to understand the effects of the Covid-19 lockdown on trainees and to reflect on the impact on planning of teaching in a traditional classroom environment or in VLE, Virtual Learning Environment. In order to improve the practical components of the course, observations focused on organizational, methodological and pedagogical aspects. The data, gathered in an online questionnaire, provided a comparison of teacher training delivered in person in the pre-Covid period and in later training online. The data also provided information on the strengths and weaknesses of classroom and distance learning, on the use of technology and on the professional development of teachers in the future. The study found a multitude of issues that will need to be further explored in the post Covid period, including rethinking models and approaches in initial teacher training.    Tirocinio di Scienze della Formazione Primaria: uno studio esplorativo nel primo lockdown per Covid.   Il presente studio esplorativo è stato promosso, durante il primo lockdown per Covid-19, all’interno del Tirocinio del Corso di Studi in Scienze della Formazione Primaria dell’Università di Udine su un campione di studenti iscritti al tirocinio. La ricerca esplorativa ha avuto come obiettivi: comprendere le ricadute nei tirocinanti conseguenti allo stato di emergenza e riflettere sulla didattica in presenza e a distanza sui piani organizzativo, metodologico e pedagogico per potenziare l’offerta formativa del tirocinio. I dati, desunti da un questionario online, hanno permesso un confronto sul tirocinio in presenza nel periodo pre-Covid e successivamente svolto in DaD. I dati hanno fornito anche risultati su punti di forza e criticità della didattica in presenza e a distanza, sull’uso delle tecnologie e sulla professionalità docente futura. Lo studio ha inoltre rilevato una molteplicità di aspetti che andranno ulteriormente approfonditi per il periodo post Covid-19, tra cui il ripensamento di modelli ed approcci nella formazione iniziale degli insegnanti.

e-Learning in the Cloud

2012 ◽  
pp. 10-19 ◽  
Author(s):  
Niall Sclater
Keyword(s):  
Learning Environments ◽  
Virtual Learning Environment ◽  
Educational Institutions ◽  
Learning Tools ◽  
It Services ◽  
Institutional Policies ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
E Learning ◽  
Levels Of Service

Elearning has grown rapidly in importance for institutions and has been largely facilitated through the “walled garden” of the virtual learning environment. Meanwhile many students are creating their own personal learning environments by combining the various Web 2.0 services they find most useful. Cloud computing offers new opportunities for institutions to provide dynamic and up-to-date Internet-based, e-learning applications while ensuring high levels of service, and compliance with institutional policies and legislation. The cloud is rapidly evolving in its architecture, the services offered and the logistics of deployment. It brings with it risks but also possibilities for learners and for educational institutions to reduce costs and enhance services. It is likely to severely disrupt the business model developed by existing vendors of VLEs who provide an integrated suite of e-learning tools, installed and maintained by the institution’s IT services department.

eLearning in the Cloud

2010 ◽  
pp. 661-670
Author(s):  
Niall Sclater
Keyword(s):  
Learning Environments ◽  
Virtual Learning Environment ◽  
Educational Institutions ◽  
Learning Tools ◽  
It Services ◽  
Institutional Policies ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
E Learning ◽  
Levels Of Service

Elearning has grown rapidly in importance for institutions and has been largely facilitated through the “walled garden” of the virtual learning environment. Meanwhile many students are creating their own personal learning environments by combining the various Web 2.0 servicesthey find most useful. Cloud computing offers new opportunities for institutions to provide dynamic and up-to-date Internet-based, e-learning applications while ensuring high levels of service, and compliance with institutional policies and legislation. The cloud is rapidly evolving in its architecture, the services offered and the logistics of deployment. It brings with it risks but also possibilities for learners and for educational institutions to reduce costs and enhance services. It is likely to severely disrupt thebusiness model developed by existing vendors of VLEs who provide an integrated suite of e-learning tools, installed and maintained by the institution’s IT services department.

Virtual Worlds as the Next Asset of Virtual Learning Environments for Students in Business?

2012 ◽  
Vol 3 (2) ◽  
pp. 59-76
Author(s):  
Jean-Eric Pelet ◽  
Benoît Lecat
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Exploratory Study ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Web Based

The authors’ research examines the effectiveness of a web-based virtual learning environment (VLE) in the context of management studies. This article provides two main contributions. First, an exploratory study introduces and describes the concept of VLE applied to the training of seven students in an “interactivity design” (IS) course. Second, a confirmatory study conducted with 168 students in management presents a framework of VLE application in the context of management courses (MS). Results indicate that in the context of management studies, singular differences in the knowledge of VLEs exist between low/high skilled students. Even if a VLE can benefit skilled students, low skilled students must first understand and appreciate the full meaning of VLEs. A VLE leads to good training of students in IS courses. However, its existence must be communicated more intensively in the context of managerial studies. Furthermore, these students will need to be trained before achieving a sufficient level of competency to be able to manage projects using Second Life (SL).

Participation and Interaction in Learning Environments

2015 ◽  
pp. 111-131 ◽  
Author(s):  
Oskar Casquero ◽  
Manuel Benito ◽  
Jesús Romo ◽  
Ramón Ovelar
Keyword(s):  
Learning Environments ◽  
Student Participation ◽  
Virtual Learning Environment ◽  
Digital Data ◽  
Learning Networks ◽  
Personal Learning ◽  
Learner Participation ◽  
Online Higher Education ◽  
Personal Learning Environments ◽  
Education Courses

It is commonly argued that learner participation and interaction can be enhanced by the use of Personal Learning Environments (PLEs). However, this idea has yet to be reflected in practice. In this sense, researchers are encouraged to do more empirical research in order to know whether PLEs could allow the transference of the participative and networked nature of Web 2.0 to the institutional sphere. In this sense, this paper presents a differential study in which the authors analyzed student participation and interaction when working with a Virtual Learning Environment (VLE) and a PLE in two online, higher education courses. With that aim in mind, participation measures were calculated and social network analysis was performed on the digital data collected from the learning environments. The findings reflect the effectiveness of a PLE over a VLE for facilitating student participation and for assisting students in the creation of more cohesive learning networks.

scholarly journals Construction of the foundations of the PLE and PLN for collaborative learning

Comunicar ◽  
2014 ◽  
Vol 21 (42) ◽  
pp. 35-43 ◽  
Author(s):  
Victoria Marín-Juarros ◽  
Francisca Negre-Bennasar ◽  
Adolfina Pérez-Garcias
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Good Practice ◽  
Point Of View ◽  
Personal Learning ◽  
Common Goals ◽  
Personal Learning Network ◽  
La Red ◽  
The University ◽  
Aprendizaje Colaborativo

In this article we approach the topic of collaborative learning by means of the creation and maintenance of personal learning environments and networks (PLE and PLN) and their integration within institutional virtual learning environments (VLE) as strategies to enhance and foster collaborative learning. We take an educational point of view: the student learns independently and carries out activities in groups to achieve common goals. Our aim is to experiment with didactical methodologies of integration between the institutional VLE and PLE, and to analyze the university students’ construction of PLE. Due to its importance in facilitating and fostering collaborative learning, special emphasis is placed on the construction of the personal learning network. We performed a design-based research on an academic course for Primary teachers. The results show that the students construct their PLE and PLN using newly acquired knowledge and that an appropriate methodological integration takes place between these environments and the institutional VLE for integrated learning. As conclusion, we propose an integrative methodological model for collaborative learning as a good practice. El aprendizaje colaborativo se puede afrontar desde diferentes estrategias. En este artículo contemplamos la creación y mantenimiento de entornos y redes personales de aprendizaje (PLEs y PLNs) y su integración en entornos virtuales institucionales de aprendizaje (EVEA) como estrategias que facilitan y promueven el aprendizaje colaborativo, siempre desde una visión educativa en la que el alumno es autónomo en su propio aprendizaje y trabaja para el logro de metas comunes mediante la realización de actividades de forma conjunta en grupos, existiendo interdependencias positivas. Los objetivos de este trabajo son experimentar con metodologías didácticas de integración del EVEA y los PLEs, y analizar la construcción del PLE por parte de los alumnos universitarios, haciendo especial énfasis en la construcción de la red personal de aprendizaje. Para ello se empleó una metodología de diseño y desarrollo, en una asignatura universitaria de los estudios de maestro de Primaria. Los resultados de la experiencia apuntan a que los alumnos construyen sus PLEs y PLNs en base a sus nuevos conocimientos adquiridos y se produce una adecuada integración metodológica entre esos entornos y el EVEA para el aprendizaje integrado. Como conclusión proponemos un modelo de organización metodológica de integración para el aprendizaje colaborativo a modo de buena práctica.

scholarly journals Entornos personales de aprendizaje (PLE) en el Grado de

2017 ◽  
Vol 22 (1) ◽  
pp. 1 ◽  
Author(s):  
Eduardo Chaves-Barboza ◽  
Tomás Sola-Martínez
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Learning Environments ◽  
Bachelor's Degree ◽  
Variance Test ◽  
Likert Scales ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Correlation Tests ◽  
The University

This paper studies the devices that university students in teacher education incorporate into their personal learning environments (PLE). It also examines the time that students dedicate to activities related to ICT, the factors that encourage or frustrate the incorporation of tools to students’ PLE, and the characteristics that this population desires for a PLE. For this, a questionnaire has been applied using Likert scales in a sample of 668 students divided into 15 groups, enrolled in the Elementary Education Bachelor’s degree program, at the University of Granada, Spain. The data were analyzed using descriptive and inferential statistics (with 95% confidence interval). Also, correlation tests (Kendall coefficient τ) and analysis of variance (test of Kruskal-Wallis H) were employed. The results showed that laptops and smartphones are the most accessible devices for students. The findings also showed that students spend little time to visiting university platforms, they prefer PLE tools to be productive and to allow them to connect with others, and they want PLE to be interactive, customizable and useful.

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