scholarly journals THE FEASIBILITY OF A PERSONAL LEARNING ENVIRONMENT (PLE) TO SUPPORT ACADEMIC WRITING: ESL PRE-SERVICE TEACHERS’ PERSPECTIVES

2021 ◽  
Vol 6 (43) ◽  
pp. 110-121
Author(s):  
Noraini Said ◽  
Megawati Soekarno ◽  
Nik Zaitun Nik Mohamed ◽  
Chelster Sherralyn Jeoffrey Pudin
Keyword(s):  
Learning Environment ◽  
Academic Writing ◽  
Qualitative Data ◽  
Learner Control ◽  
Tertiary Education ◽  
Current System ◽  
Group Discussion ◽  
Education Institution ◽  
Personal Learning ◽  
Personal Learning Environment

A recent trend has highlighted the need for a personal learning environment (PLE) in education as a system that helps learners take control of and manage their own learning. The current system which focuses on standardized learning support in the form of Learning Management System (LMS) is seen as restrictive and does not allow to accommodate the different needs of learners. Therefore, more language educators have started developing their own PLEs by focusing on two crucial elements: supporting learners’ needs and allowing more learner control. This paper presents an attempt to explore ESL pre-service teachers’ experience via PLE designed to support their writing needs. The researchers hoped that such a positive experience would influence the teachers’ pedagogical strategies and approaches in their teaching once they go into practice. In this qualitative case study, thirty-six third year ESL pre-service teachers at a tertiary education institution embarked on a fourteen-week course via the PLE. Qualitative data were gleaned from focus group discussion transcripts and written reflections. Thematic analysis was used to analyse the qualitative data. Overall, students have positive perceptions towards the PLE by detailing its benefits and usefulness. They also narrated some challenges and proposed suggestions to ensure prolonged engagement. The findings give support to the use of PLE, especially the instructor-made innovation for teaching and learning which allows more learner control and access.

scholarly journals Advocating Personal Learning Environment (PLE) in Scientific Writing: Is Digital Tool More Powerful?

2019 ◽  
Vol 2 (1) ◽  
pp. 49-57
Author(s):  
Athi Fauzani Wisudawati
Keyword(s):  
Learning Environment ◽  
Academic Writing ◽  
English Education ◽  
Scientific Journal ◽  
Scientific Writing ◽  
Digital Tools ◽  
Digital Tool ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Depth Interview

Personal learning environment (PLE) connects the formal and informal learning of the learners by utilizing both digital and non-digital tools. This concept is believed to be able to support the process of learning Scientific Writing because to construct an article is not enough relying on formal learning and a single tool provider. This paper reports the implementation as well as the tools used and impact of getting engaged in PLE for learning Scientific Writing. The research was conducted qualitatively in narrative inquiry analysis while the data was collected through observation, questionnaire and in-depth interview. The participant was a graduate student majoring English Education department having experienced making a scientific journal. The learner admitted that collaborating both digital and non-digital tools is very meaningful, however the use of digital tools apparently more efficient as supported by Reinders (2014) to support different aspects of the learning process. This study is beneficial for ELT classroom, specifically for academic writing class where Scientific Writing is one of mandatory subject being taught by the lecturer. The tools revealed in the finding can be references for EFL learners to be applied in constructing Scientific Writing.

scholarly journals Promoting Personal Learning Environment for Emerging Academic Writing for Publication for Higher Education Students

2020 ◽  
Vol 13 (2) ◽  
pp. 293-314
Author(s):  
Nur Arifah Drajati ◽  
A'thi Fauzani Wisudawati ◽  
Anis Handayani
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Learning Environment ◽  
Language Learning ◽  
Academic Writing ◽  
Writing For Publication ◽  
Course Content ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Learning Platform

Academic writing for publication in higher education is cognitively and linguistically complex. University students grapple with academic writing for publication because of academic genre/convention, linguistic competence, and academic literacy among others. For this reason, a learning environment does matter. The Personal Learning Environment (PLE) is a learner-controlled environment for language learning. To examine this issue, a qualitative study with an action research design conducted with 28 graduate students as participants. The three main findings: (1) ways of encouraging students to write academic writing for publication through the personal learning environment as a learning platform; (2) implementing PLE's in the academic writing for publication course: content knowledge consideration; and (3) implementing PLE's in the academic writing for publication course: pedagogical consideration. In general, the findings indicate that PLE gives positive impacts on emerging students' academic writing for publication in the context of higher education. The educational organization needs to consider this issue. Keywords: Action research, academic writing for publication, learning autonomy, personal learning environment 

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>

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

EDMETIC ◽  
2016 ◽  
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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