Research Results of Two Personal Learning Environments Experiments in a Higher Education Institution

Autor/inn/en	Marín Juarros, Victoria; Salinas Ibáñez, Jesús; de Benito Crosetti, Bárbara
Titel	Research Results of Two Personal Learning Environments Experiments in a Higher Education Institution
Quelle	In: Interactive Learning Environments, 22 (2014) 2, S.205-220 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2013.788031
Schlagwörter	Educational Environment; Educational Technology; Web 2.0 Technologies; Technology Uses in Education; Teaching Methods; Case Studies; Higher Education; Foreign Countries; Virtual Classrooms; Graduate Students; Content Analysis; Interviews; Questionnaires; Observation; Student Attitudes; Spain + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Inhaltsanalyse; Interviewing; Interviewtechnik; Fragebogen; Beobachtung; Schülerverhalten; Spanien
Abstract	This paper focuses on institutionally powered personal learning environments (iPLEs). The concept of the iPLE can be seen as a way universities can incorporate learner-centred approach into the architecture of their technology-enhanced learning environments. The aim of this paper is to pose that there are other ways to learn complementary to virtual learning environments, such as using distributed Web 2.0 tools from personal learning environments (PLEs). With that aim in mind, this paper presents an exploratory study with two different iPLE configurations, analyses how they modify the learning--teaching process, and reports their perceived usefulness from the students' point of view. These two case studies were carried out by a research group of educational technology from a Spanish university in graduate and postgraduate courses. As reported by other case studies, the results revealed that students use the environment basically in the academic context and this usage is conceived as another time and effort requiring task. This fact can be observed in the low level iPLEs customization. The overall conclusions we can extract are, on the one hand, that the new environment to integrate informal and formal learning should be flexible and adaptable to the student's needs and preferences and, on the other hand, that academic tools might someday become personal tools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10