The influence of the Personal Learning Environment concept in the educational research field.

2022 ◽  
Vol 12 (1) ◽  
pp. 0-0
Keyword(s):  
Educational Technology ◽  
Educational Research ◽  
Teacher Development ◽  
Research Field ◽  
Pedagogical Practices ◽  
Personal Learning ◽  
Academic Literature ◽  
Self Regulated Learning ◽  
Systematized Review ◽  
Level Of Importance

Almost 15 years after the start of the debate over Personal Learning Environments (PLE), the concept would still appear to be influential and even intrinsic to discussion over the future of educational technology and education in general. This paper aims to establish a clear thematic link between the concept of PLEs and educational academic literature over the last decade, exploring the influence of the PLE concept in the education research papers. To do this, it uses a systematized review of academic literature that relates the PLE concept to three themes identified as most relevant in that field during the last decade: emerging pedagogical practices, professional teacher development, and self-regulated learning. The analysis is focused on whether (and how) the PLE concept has intersected each of the themes, the level of importance of that intersection in each one of them and the way in which the concept is ‘materialized’. The purpose is to understand how (and if) a concept that has its origin in Educational Technology has been adapted to other areas of educational research.

Self-Regulated Learning

2009 ◽  
pp. 839-854 ◽  
Author(s):  
Manuela Delfino ◽  
Donatella Persico
Keyword(s):  
Educational Technology ◽  
Locus Of Control ◽  
Teaching Practices ◽  
Self Regulated Learning ◽  
Regulated Learning

This chapter assumes the importance of developing Self-Regulated Learning (SRL) competences in students in order to cope with the challenges of today’s and tomorrow’s society. To achieve this, it is claimed that it is crucial to train teachers who are aware of what SRL is and are able to support their students in developing these abilities. This chapter proposes examples drawn from a course in Educational Technology where SRL competence has been promoted through reflection on cognitive, meta-cognitive, emotional and motivational aspects of learning, as well as through modelling teaching practices that tend to shift the locus of control from trainers to trainees.

School in a Box in Low Resource Primary School in Mozambique

2020 ◽  
pp. 225-235
Author(s):  
Linda O'Sullivan ◽  
N. Miguel Seabra
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Primary School ◽  
Teacher Professional Development ◽  
Quality Education ◽  
Pedagogical Practices ◽  
Low Resource ◽  
Teaching Community ◽  
Teacher Professional ◽  
Sub Saharan

The new Sustainable Development Goals call for quality education for all. This study aims to examine the role of mobile educational technology, through the School in a Box intervention, particularly in supporting teachers skills in achieving quality education, in the context of a public primary school in Mozambique. Quality education is examined specifically in relation to participative pedagogical practices designed to contextualise learning in locally relevant meaning, and providing children with the skills of learning how to learn. Additionally it is examined in the context of teacher professional development and creating peer support structures within the teaching community enabling teachers to be at the forefront of initiatives introducing mobile educational technology in low resource learning environments in Sub Saharan Africa. This paper sets the context for the use of the School in a Box tool in the classroom and in teacher professional development against the theoretical framework of Vygotsky's zone of proximal development. The study aims to furthermore examine how teachers can be enabled to appropriate use of the technology to the local environment and curriculum needs.

The potential of threshold concepts: an emerging framework for educational research and practice

2007 ◽  
Author(s):  
Ursula Lucas ◽  
Rosina Mladenovic
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Educational Research ◽  
Theoretical Framework ◽  
Research Field ◽  
Higher Education Research ◽  
Threshold Concepts ◽  
Research And Practice ◽  
Threshold Concept ◽  
Introductory Accounting

This paper explores the notion of a 'threshold concept' and discusses its possible implications for higher education research and practice. Using the case of introductory accounting as an illustration, it is argued that the idea of a threshold concept provides an emerging theoretical framework for a 're-view' of educational research and practice. It is argued that this re-view both demands and supports several forms of dialogue about educational research and practice: within the disciplines (between lecturers and between lecturers and students) and between lecturers and educational developers. Finally, it is suggested that, rather than representing a research field in its own right, the threshold concepts framework may act as a catalyst, drawing together a variety of fields of research in a productive educative framework.

scholarly journals Models and criteria for monitoring the quality of education

2021 ◽  
Vol 11 (4) ◽  
pp. 136-154
Author(s):  
Akryam Zhafyarovich Zhafyarov ◽  
Keyword(s):  
Educational Technology ◽  
Educational Research ◽  
Mathematical Statistics ◽  
Educational Technologies ◽  
Quality Of Education ◽  
The Third ◽  
Single Criterion ◽  
Wide Range ◽  
Almost All

Introduction. The article focuses on monitoring the quality of education, analyzes the shortcomings of modern models and criteria functioning in this area. The purpose of the study is to build models and develop a criterion for their implementation in the field of education, free from these shortcomings. Materials and Methods. The methodology of solving this problem is based on the integration of mathematics and pedagogy (education studies) in the wide range of interactions of educational technologies, mathematical statistics and new results obtained by the author in the field of processing the findings of educational research investigations. Results. Achieving the goal includes three problems: the first is to build models for the study of dependent and independent samples; the second is to develop a single criterion for their implementation for the constructed models (instead of 12), free from known shortcomings; the third is to test and compare with other criteria in the process of solving specific problems in the field of education. The listed problems have been solved. Conclusions. The constructed models and the specified criterion are applicable for the study of dependent and independent samples, determine the direction of change caused by the introduction of a new educational technology, generalize almost all models and criteria known in this area.

scholarly journals Exploring self-regulated learning choices in a customisable learning pathway MOOC

2018 ◽  
Vol 34 (1) ◽  
Author(s):  
Matt Crosslin
Keyword(s):  
Course Design ◽  
Learning Experience ◽  
Qualitative Interviews ◽  
Self Regulation ◽  
Learning Preferences ◽  
Educational Process ◽  
Personal Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Impact

Open online courses provide a unique opportunity to examine learner preferences in an environment that removes several pressures associated with traditional learning. This mixed methods study sought to examine the pathways that learners will create for themselves when given the choice between an instructor-directed modality and learner-directed modality. Study participants were first examined based on their levels of self-regulated learning. Follow-up qualitative interviews were conducted to examine the choices that participants made, the impact of the course design on those choices, and what role self-regulation played in the process. The resulting analysis revealed that participants desired an overall learning experience that was tailored to personal learning preferences, but that technical and design limitations can create barriers in the learning experience. The results from this research can help shape future instructional design efforts that wish to increase learner agency and choice in the educational process

scholarly journals Information Management Tools for the Development of Self-Regulated Learning Skills in Pre-service Teacher Education

2018 ◽  
pp. 31 ◽  
Author(s):  
Adolfina Pérez ◽  
Victoria Irene Marín ◽  
Gemma Tur
Keyword(s):  
Student Teachers ◽  
Information Management ◽  
Personal Information ◽  
Information Aggregation ◽  
Management Tools ◽  
Self Reflection ◽  
Personal Learning ◽  
Traditional Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning

This article presents a didactic strategy aimed at developing student teachers’ personal learning environments (PLEs) with a self-regulated learning (SRL) approach. The strategy is framed in the Dabbagh and Kitsantas (2012) model, which relates Zimmerman’ SRL cycle (forethought, performance, self-reflection) to the three levels of social media usage (personal information management, social interaction and collaboration, and information aggregation and management). A learning scenario was implemented to facilitate SRL skills through information management. The participants were 241 students of Education at the University of Balearic Islands (Spain) and data was collected through a questionnaire designed to explore tool usage and their perceptions of the effectiveness of those tools for information management tasks. Data analysis allows the observation of some patterns in the usage of information management tools in the diverse learning scenarios. In the conclusions challenges such as resistance and traditional assessment focus are identified; affordances for transferability of the acquired skills to other contexts are highlighted and further educational implementation and research are suggested. With this work, a model applicable to other contexts is provided, and a didactic strategy for the management of information based on the PLE and the SRL is presented.

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