College students' perceptions of personal learning environments through the lens of digital tools, processes and spaces

被引：24

作者：

Dabbagh N. ^{[1
]}

Fake H. ^{[1
]}

机构：

[1] Division of Learning Technologies, George Mason University

来源：

Journal of New Approaches in Educational Research | 2017年 / 6卷 / 1期

关键词：

Informal learning; Information technology; Online systems; Personal learning environments (PLES); Self-regulated learning;

D O I：

10.7821/naer.2017.1.215

中图分类号：

学科分类号：

摘要：

A review of the literature reveals there is a gap in the research regarding how students currently perceive PLEs and how they structure their PLEs to support their learning goals. The purpose of this study was to establish an understanding of college students' perceptions of PLEs and what digital tools are currently being used to structure PLEs in order to facilitate personal growth and development. Participants (N=109) were asked to share their perceptions of PLEs and what digital tools, devices, and services they use to create PLEs. Analysis of blog submissions revealed similarities and differences between the ways that undergraduate and graduate students perceive PLEs and how they characterize these learning spaces. Students reported using a variety of digital tools for learning however their expectations of digital tools were to foster discussion, collaboration, and interaction, organization, planning, and resource management, experiential learning, personalization and a desire for effective technology. The findings of this study have important implications with respect to the competencies and skills needed to create effective PLEs and the affordances of digital technologies needed to support PLE development. © NAER Journal of New Approaches in Educational Research 2017.

引用

页码：28 / 36

页数：8

共 39 条

[1]

Adell S.J., Castaneda L., The Personal Learning Environments (PLEs): a new way of understanding learning, Keys for innovation research and educational quality. The integration of information and communications technology and Interculturalism in the classroom, (2010)

[2]

Ash K., Personal Learning Environments' focus on the individual, Education Week, (2013)

[3]

Barron B., Interest and self-sustained learning as catalysts of development: A learning ecology perspective, Human Development, 49, 4, pp. 193-224, (2006)

[4]

Castaneda L., Soto J., Building personal learning environments by using and mixing ICT tools in a professional way, Digital Education Review, 18, pp. 9-25, (2010)

[5]

Chatti M.A., Toward a personal learning environment framework, International Journal of Virtual and Personal Learning Environments, 1, 4, pp. 66-85, (2010)

[6]

Cigognini M.E., Pettenati M.C., Edirisingha P., Personal knowledge management skills in Web 2.0-based learning, Web 2.0-based e-Learning: Applying social informatics for tertiary teaching, pp. 109-127, (2011)

[7]

Clark W., Logan K., Luckin R., Mee A., Oliver M., Beyond Web 2.0: Mapping the technology landscapes of young learners, Journal of Computer Assisted Learning, 25, 1, pp. 56-69, (2009)

[8]

Coll C., Engel A., Introduction: Personal Learning Environments in the context of formal education / Introducción: los Entornos Personales de Apren-dizaje en contextos de educación formal, Cultura y Educación, 26, 4, pp. 617-630, (2014)

[9]

Dabbagh N., Kitsantas A., Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning, The Internet and Higher Education, 15, 1, pp. 3-8, (2012)

[10]

Dabbagh N., Kitsantas A., The role of social media in self-regulated learning, International Journal of Web Based Communities, 9, 2, pp. 256-273, (2013)

← 1 2 3 4 →