scholarly journals College Students’ Perceptions of Personal Learning Environments Through the Lens of Digital Tools, Processes and Spaces

2017 ◽  
Vol 6 (1) ◽  
pp. 28-36 ◽  
Author(s):  
Nada Dabbagh ◽  
Helen Fake
Keyword(s):  
College Students ◽  
Graduate Students ◽  
Personal Growth ◽  
Digital Technologies ◽  
Digital Tools ◽  
Learning Goals ◽  
Review Of The Literature ◽  
Learning Spaces ◽  
Personal Learning ◽  
Effective Technology

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.

scholarly journals The Relationships of Family, Perceived Digital Competence and Attitude, and Learning Agility in Sustainable Student Engagement in Higher Education

2018 ◽  
Vol 10 (12) ◽  
pp. 4635 ◽  
Author(s):  
Hye Kim ◽  
Ah Hong ◽  
Hae-Deok Song
Keyword(s):  
College Students ◽  
Student Engagement ◽  
Online Survey ◽  
College Education ◽  
Digital Technologies ◽  
Digital Natives ◽  
Study Data ◽  
Digital Competence ◽  
Learning Agility ◽  
The Impact

College students are often assumed to be digitally fluent as they are “digital natives”, owing to their exposure to digital technologies from an early age. Furthermore, it is assumed that this digital competence is likely to prepare them for learning in college. However, it has been observed that current college students who are “digital natives” may or may not effectively apply digital technologies during their college education. The purpose of this study is to examine the impact of college students’ prior digital experiences, particularly their families’ influence, on their in-college digital competence and attitude, and by extension, on student engagement. A total of 381 university students were surveyed in this study. Data was obtained from a self-administered, online survey and analyzed using partial least squares, which also evaluated the research model. According to the findings of this study, students’ positive prior digital experience significantly influences their perceived digital competence and their attitude toward digital technologies. In addition, our research also indicates that college students’ perceived digital competence and attitudes are mediated by their learning agility, which is the ability to continuously learn and the willingness to apply acquired knowledge. This article may thus act as a springboard for further empirical research, as well as for examining the nature of students’ prior and positive experiences and learning agility in digital competencies.

scholarly journals Aprendizagem baseada em projetos: contribuições das tecnologias digitais

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Diego De Oliveira Silva ◽  
Juscileide Braga Castro ◽  
Gilvandenys Leite Sales
Keyword(s):  
Elementary School ◽  
Digital Technologies ◽  
Project Based Learning ◽  
Digital Tools ◽  
Pedagogical Practice

Resumo: A inserção de recursos tecnológicos em sala de aula traz novas possibilidades e desafios para a prática pedagógica. No entanto é preciso que haja um planejamento que contemple as peculiaridades destas novas ferramentas, permitindo que professores e alunos possam usufruir de suas vantagens. Dessa forma, este trabalho se propõe a apresentar intervenções baseadas na Aprendizagem Baseada em Projetos (ABP) realizadas em uma escola municipal de Fortaleza, bem como analisar as contribuições das tecnologias digitais neste tipo de metodologia. Para isso são detalhados os projetos “Um Mundo de Informações” e “Pensar, Conectar e Fazer” aplicados, respectivamente, em turmas de 5° e 6° anos do Ensino Fundamental. Além disso, é realizada uma avaliação das ferramentas digitais utilizadas nestas atividades. Concluiu-se que a utilização destas ferramentas influenciou de maneira positiva na aplicação dos projetos, além de permitir a integração do conhecimento em nível interdisciplinar e na criação de produtos educacionais.Palavras-chave: Aprendizagem baseada em projetos. Tecnologias digitais. Metodologia Ativa. Interdisciplinaridade.  PROJECT-BASED LEARNING: CONTRIBUTIONS OF DIGITAL TECHNOLOGIES Abstract: The insertion of technological resources in the classroom brings new possibilities and challenges to a pedagogical practice. However, there is a need for planning that addresses the new tools, allowing teachers and participants to take advantage of them. Thus, this work is projected in Project-Based Learning (ABP) in a municipal school in Fortaleza, as well as data from digital technologies in this type of methodology. To this end, the "Um Mundo de Informações" and "Pensar, Conectar e Fazer" projects, carried out, respectively, in the 5th and 6th grades of Elementary School are detailed. In addition, it is performed an evaluation of the digital tools used in these activities. It was concluded that the use of the tools influenced in a positive way in the application of the projects, besides allowing an integration of knowledge at an interdisciplinary level and in the generation of educational products.Keywords: Project-based learning. Digital technologies. Active Methodology. Interdisciplinarity.

scholarly journals Helping Students Achieve

2021 ◽  
Author(s):  
Nerelie Teese
Keyword(s):  
Goal Setting ◽  
Learning Goals ◽  
Life Skill ◽  
Middle Years ◽  
Personal Learning ◽  
Middle Years Of Schooling ◽  
Teacher Librarians ◽  
Experience Difficulty ◽  
Years Of Schooling

Setting personal learning goals is an important life skill that students are encouraged to develop from the middle years of schooling onwards. However, some students experience difficulty with the processes involved in setting and achieving their goals. This professional paper looks at the role teacher librarians have in collaboratively planning, resourcing, and extending and enriching goal setting activities. Providing resources with authentic examples of goal setting by people from the wider community is one way of developing and extending the motivation and commitment students need to become successful in goal setting tasks and activities. One such resource is recommended and details of it are outlined with suggestions for extending and enriching it with a visit or virtual presentation from its author.

scholarly journals Features of the formation of educational motivation of students in a digital educational environment

2021 ◽  
Vol 102 (2) ◽  
pp. 18-25
Author(s):  
N. Serikbayeva ◽  
◽  
P. Rakhimgalieva ◽  
Zh. Suleimenova ◽  
◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Psychological Factors ◽  
Academic Motivation ◽  
Digital Technologies ◽  
Digital Tools ◽  
Educational Institutions ◽  
Recent Experience ◽  
Full Time ◽  
Digital Environment ◽  
Educational Motivation

The content of the article is aimed at a comparative analysis of the level of formation of educational motivation of students in accordance with the development of digital technologies. The digitalization process will make it possible to teach students in higher educational institutions remotely and in traditional form, providing for the development of human capital. Recent experience shows that 75 % of students are proficient in using digital tools, but academic motivation to study online is low. Our research was aimed at identifying the features of the change in the level of educational motivation of students in distance online learning compared to full-time education. A comparative analysis of the features of the formation of students' motivation using psychodiagnostic methods is carried out. The results of a study of 125 university students showed that the motivation of students to study remotely differs for a number of reasons. The article describes the pedagogical and psychological factors that contribute to the formation of educational motivation of students in a digital environment, and provides a quantitative analysis of the research results.

scholarly journals In Vitro City: A Laboratory without Experiments

2018 ◽  
Author(s):  
Severino Alfonso ◽  
◽  
Loukia Tsafoulia ◽  
Keyword(s):  
Built Environment ◽  
Digital Technologies ◽  
Digital Tools ◽  
Aesthetics And Politics ◽  
Architectural Production ◽  
Critical Awareness ◽  
Building Systems

The paper states the relationships between the instrumentality of building systems, the aesthetics and politics of software and the digital technologies impact on the built environment. It explores the space between the architect’s intentionality and the changing modes in architectural production. The text proposes a critical awareness of the epistemological and technical dimension of the digital instruments as a way for architects to better appropriate the expanding array of digital tools in an ever-increasing urban complexity.

scholarly journals PEDAGOGICAL TRAINING OF LEARNING ENGINEER

2019 ◽  
pp. 161-174
Author(s):  
Volodymyr Kukharenko
Keyword(s):  
Distance Learning ◽  
Professional Competence ◽  
Digital Technologies ◽  
Training System ◽  
Educational Process ◽  
Personal Knowledge ◽  
Personal Learning ◽  
Personal Learning Network ◽  
Professional Information ◽  
Distance Courses

Digital technologies command determines the information and professional competence of a teacher. The first competences help him to organize a modern educational process, others provide access to the latest professional information. Studies show that serious complex strategies for the use of digital technologies are beginning to emerge, and a teacher is becoming a leader in future education. Digital technologies are becoming more complicated and there is an urgent need for new professionals - learning engineers who have to provide new strategies in education. The paper considers a complex of open distance courses for the training of teachers to use new educational technologies. The courses use the results of the annual polls of the world's pedagogical community to identify popular pedagogical instruments. They form teachers’ personal knowledge mastery. This contributes to the development of a personal learning environment and a teacher's personal learning network. The learning engineer's training system should consist of software engineering and the proposed teaching block. The last block includes sections for the formation of skills of personal knowledge mastery, the design of a distance course, the development of the structure, organization of distance and blended learning, expertise of the distance course. All sections of the pedagogical unit were tested in open distance courses at the Research Laboratory of Distance Learning at NTU "KhPI". During 2013-2018 open distance learning courses were learnt by more than 2,600 teachers of Ukraine and 370 of them successfully completed the training. The next step should be to integrate efforts with IT specialists, identify competencies of the learning engineer and prepare a training program for a specialist in the future.

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