Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning

2012 ◽  
Vol 15 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Nada Dabbagh ◽  
Anastasia Kitsantas
Keyword(s):  
Social Media ◽  
Informal Learning ◽  
Learning Environments ◽  
Personal Learning ◽  
Self Regulated Learning ◽  
Formal And Informal Learning ◽  
Personal Learning Environments ◽  
Regulated Learning

scholarly journals Podcasts for Nonformal Learning: Using Social Media for Creating Personal Learning Environments, Personal Learning Networks

2020 ◽  
Vol 88 ◽  
pp. 46-65
Author(s):  
Marija Stonkienė ◽  
Erika Janiūnienė
Keyword(s):  
Social Media ◽  
Informal Learning ◽  
Learning Environments ◽  
Media Content ◽  
Learning Networks ◽  
Personal Learning Networks ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Collaborative Interaction ◽  
The Creation

The use of second-generation web technology (WEB2) in education is emphasising the role of social media as educational sources. Researchers that are analysing personal learning environments (Schaffert, Kalz, 2009; Dabbagh, Kitsantas, 2012), personal learning networks (Couros, 2010) suggest the importance of social media, although this emphasis is attributed to the collaborative interaction of learners. To comprehensively assess the potential of podcasts as social media in the creation of personal learning environments, personal learning networks, the research described in this article does not restrict the definition of podcasts as the potential of collaboration provided by social media. In this article, attention is directed towards the potential of podcasts in the creation of personal learning environment and personal learning networks. By using integrated information behaviour module analysis to determine if the students of Lithuanian higher education institutions value the potential of informal learning provided by podcasts. To determine if these technologies are used for the formation of personal learning environments, personal learning networks, a discussion group research was conducted. During the research the analysis of participant podcast usage showed there is interaction between media content used for recreation and media content used for formal and informal learning. This means that the participants of the research use podcasts to create personal learning environments. On the other hand, this interaction is minimal, created only by the learners and reasoned by the search of educational podcasts. The analysis of the experiences of the discussion participants revealed that the collaborative interaction between learners involved in the research in searching, sharing and using podcasts in the process of learning is not intensive, it is typically fragmented. This allows to point out that the communities that use podcasts for informal learning are not forming. This shows that the potential of podcasts in creating a learning network is not fulfilled, and that podcasts don’t inspire participatory learning.

scholarly journals Nomadic learners : an investigation of perceived affordances across formal and informal learning environments

2021 ◽  
Author(s):  
◽  
Amy M. Frisz-Conlon
Keyword(s):  
Informal Learning ◽  
Learning Environments ◽  
Technology Use ◽  
Critical Role ◽  
Formal Learning ◽  
Affordance Theory ◽  
Informal Learning Environments ◽  
Self Regulated Learning ◽  
Formal And Informal Learning ◽  
Regulated Learning

Learning environments play a critical role in learning outcomes. This ethnographic case study investigates adolescent students' use of formal and informal learning environments and their self-regulated learning and technology use in these spaces. The researcher has been immersed at this public high school research site as a school faculty member for over eight years. Data in the form of observations, interviews, cognitive maps, and photovoice blogs were collected from sixteen students and teachers over one year between 2018 and 2019. This research was collected in a technology corridor of the American southeast growing at an extremely rapid pace. Many new schools are being constructed to keep up with the severe population growth. The conceptual framework involves spatial preference and technology use related to self-regulated learning. Affordance theory buttresses the investigation. Research questions were What are students' spatial preferences in informal and formal learning environments? What are students' self-perceptions of learning in formal and informal learning environments? What are students' use of technology in informal and formal learning environments? Key findings offer a deeper understanding of adolescent use of formal and informal learning environments inside and outside of school settings. The design of the school building, as well as a myriad of residential environments, were investigated. Findings include types of spaces that manifested in both formal and informal learning environments. These types are gathering spaces, comfort spaces, evolving spaces, spaces to thrive and technologically splintered spaces. This work's knowledge contributions include a clearer understanding of adolescent use patterns across formal and informal learning environments. The implications of this study are the development of guidelines on adolescent self-regulated learning practices and technology related to the built environment. Theoretical contributions of this work include an extension of affordance theory and a greater understanding of how adolescents perform in learning behavior settings.

Applying Social Network Analysis and Social Capital in Personal Learning Environments of Informal Learning

2012 ◽  
pp. 75-92 ◽  
Author(s):  
Xiaojun Chen ◽  
Jea H. Choi ◽  
Ji Hyun Yu
Keyword(s):  
Social Capital ◽  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Informal Learning ◽  
Learning Environments ◽  
Personal Network ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Collaboration Dynamics

Recently, researchers in the instructional technology and learning sciences arenas have started to pay attention to the concept of Personal Learning Environments (PLE). With the aim to investigate how social network theory could indicate the desired indicators for successful Personal Learning Environments, the authors are addressing social capital theory as a conceptual framework to understand the network landscape within informal learning environments. Social capital is an inherent property of network and collaboration dynamics, along with key indicators related to personal network measurements. Personal network analysis as a means to evaluate the social capital is discussed later in this chapter. This chapter is not about learning what or learning as becoming, but about how people learn with whom, and with what degree of influence. It will be helpful to educators or researchers who are interested in measuring academic and psychosocial outcomes within the presence of social capital when applying personal social network analysis in personal learning networks.

scholarly journals VENTAJAS DE LA UTILIZACIÓN DE LOS ENTORNOS VIRTUALES DE APRENDIZAJE DESDE LA PERSPECTIVA DEL ALUMNADO Y FAMILIAS

2016 ◽  
Vol 1 (1) ◽  
pp. 307
Author(s):  
Margarita Pino-Juste ◽  
José Domínguez Alonso
Keyword(s):  
Learning Community ◽  
Learning Environments ◽  
Group Discussion ◽  
Innovation Process ◽  
Personal Learning ◽  
Self Regulated Learning ◽  
Personal Learning Environments ◽  
Entornos Virtuales De Aprendizaje ◽  
Use Of Social Media ◽  
Medios Sociales

Abstract:ADVANTAGES OF USING VIRTUAL LEARNING ENVIRONMENTS FROM THE PERSPECTIVE OFSTUDENTS AND FAMILIESIntroduction: This study investigated the effects that the design of personal learning environments has in overcoming student´s lack of motivation. Method: The methodology used was the case study with an ethnographic orientation approach. This methodology allowed to describe the advantages of using the participants personal learning environments regarding their own learning experiences. The technique employed to conduct the study was the analysis of the content of the information that had been collected in group discussion exercises made with teachers, students and parents who got involved in the experience. Results: Using personal learning environments has advantages for student’s motivation and student´s performance. However, there are some evident problems with the implementation of the innovation process. Conclusions: This pedagogical approach represents promising advances in the integration of both formal and informal learning. Furthermore, the use of social media and the support of self-regulated learning highlight the usability of the approach.Keywords: Personal Learning Environment (PLE), Learning Community, Learner Motivation, Social Media.Resumen:Introducción: Este estudio investigó los efectos del diseño de entornos personales de aprendizaje en la superación de la desmotivación discente. Método: Con la finalidad de describir las ventajas en la utilización de los entornos personales de aprendizaje de los participantes respecto a sus propias vivencias de aprendizaje, se utiliza una metodología de estudio de caso evaluativo de orientación etnográfica y como técnica el análisis de contenido de la información recogida de los grupos de discusión con el profesorado, alumnado y padres implicados en la experiencia. Resultados: La utilización de los entornos personales de aprendizaje tiene ventajas para la motivación y el rendimiento docente del alumnado pero se evidencian algunas problemáticas en la implementación del proceso de innovación. Conclusiones: Señalan que es un enfoque pedagógico potencialmente prometedor para integrar tanto el aprendizaje formal e informal utilizando los medios sociales y el apoyo al aprendizaje autorregulado de los estudiantes y ponen de relieve su facilidad de uso.Palabras Clave: Entornos personales de aprendizaje, Comunidades de aprendizaje, Motivación discente, Medios de comunicación.

scholarly journals A Systematic Review and Trend Analysis of Personal Learning Environments Research

2022 ◽  
Vol 12 (1) ◽  
pp. 43-53
Author(s):  
Sarah A. L. Serhan ◽  
◽  
Noraffandy Yahaya
Keyword(s):  
Systematic Review ◽  
Trend Analysis ◽  
Learning Environments ◽  
System Development ◽  
Future Research ◽  
Self Directed Learning ◽  
Personal Learning ◽  
Self Regulated Learning ◽  
Current Systematic Review ◽  
Personal Learning Environments

The concept of personal learning environments (PLEs) is relatively new and is continuously developing. Over the past decade, there has been a significant upsurge in the number of PLEs-related research. Nevertheless, there is a lack of recent systematic reviews and trend analysis covering many PLEs studies; to the best of our knowledge. Therefore, the current systematic review is significant and indispensable in reviewing journal articles that discussed PLEs between 2000 and 2020. We searched Web of Science, Scopus, Sciences Direct, JSTOR, Springer, Google Scholar, and IEEE Xplore for studies published in English without limit in location or time to retrieve accurate results. Trend graphics for the extracted themes were also analyzed using descriptive statistics in Excel. According to the defined inclusion criteria, one hundred forty-eight articles were selected for the analysis. This study reveals that literature on PLEs has progressed from 2000 to 2020; the majority of PLEs-related articles were published between 2011 and 2020, with the year 2013 having the highest number of published articles (17 articles), followed by 16 papers published in both years 2014 and 2017. We found that the published PLEs research originated from 46 countries; 26 (17.6%) were from Spain. The majority of the authors had education, computer science, information technology and engineering backgrounds. This review also showed that numerous platforms had been used in PLEs research, with Web 2.0 the most commonly used platform. We noted that the most common objectives of the included articles were PLEs custom system development, analysis of the PLEs, description of experiments, investigations, development of factor models, framework development, and examination. The most common theoretical perspectives in the published articles were self-regulated learning, self-directed learning, and constructivism. The current systematic review and trend analysis can become a guidance platform for researchers, educators, policymakers or even journal publishers for future research in PLEs research.

scholarly journals Mobile Multimodal Learning Analytics Method to Foster Student Self-Regulated Learning

2020 ◽  
Author(s):  
Mohammad Khalil
Keyword(s):  
Informal Learning ◽  
Learning Analytics ◽  
Multimodal Learning ◽  
Self Regulated Learning ◽  
Learner Centered ◽  
Formal And Informal Learning ◽  
Regulated Learning ◽  
Is Theory ◽  
Multimodal Learning Analytics ◽  
Theoretical Foundations

The aim of this workshop paper is to propose Mobile Multimodal LearningAnalytics Methodology (MOLAM). The methodology is suggested to be developed through the lenses of multidisciplinary and multichannel data research approaches, based on the theoretical foundations of Self-Regulated Learning (SRL). MOLAM is theory supported, driven by learning analytics, learner-centered focused, and mobile technology utilized. We argue that MOLAM will have a potential to support learners, teachers and researchers in their understanding and their further fostering of student SRL in formal and informal learning environments.

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