A Case Study on the Perceptions of Educators on the Penetration of Personal Learning Environments in Typical Education

A Case Study on the Perceptions of Educators on the Penetration of Personal Learning Environments in Typical Education

Stefanos Armakolas (University of Patras, Patras, Greece), Alexander Mikroyannidis (The Open University, Milton Keynes, UK), Christos Panagiotakopoulos (University of Patras, Patras, Greece) and Theofania Panousopoulou (ASPETE, Patras, Greece)
Copyright: © 2016 |Volume: 6 |Issue: 1 |Article: 2 |Pages: 11
ISSN: 1947-8518|EISSN: 1947-8526|DOI: 10.4018/IJVPLE.2016010102
Cite Article Cite Article

MLA

Armakolas, Stefanos, Alexander Mikroyannidis, Christos Panagiotakopoulos and Theofania Panousopoulou. "A Case Study on the Perceptions of Educators on the Penetration of Personal Learning Environments in Typical Education." IJVPLE 6.1 (2016): 18-28. Web. 1 Jan. 2019. doi:10.4018/IJVPLE.2016010102

APA

Armakolas, S., Mikroyannidis, A., Panagiotakopoulos, C., & Panousopoulou, T. (2016). A Case Study on the Perceptions of Educators on the Penetration of Personal Learning Environments in Typical Education. International Journal of Virtual and Personal Learning Environments (IJVPLE), 6(1), 18-28. doi:10.4018/IJVPLE.2016010102

Chicago

Armakolas, Stefanos, Alexander Mikroyannidis, Christos Panagiotakopoulos and Theofania Panousopoulou. "A Case Study on the Perceptions of Educators on the Penetration of Personal Learning Environments in Typical Education," International Journal of Virtual and Personal Learning Environments (IJVPLE) 6 (2016): 1, accessed (January 01, 2019), doi:10.4018/IJVPLE.2016010102

Export Reference

Mendeley
Favorite Full-Issue PDF

Abstract

Personal Learning Environments (PLEs) help students manage and take control of their own learning. As such, the PLE promotes self-regulation in learning and allows learners to aggregate, manipulate and share digital artefacts within a flexible and versatile online space. This paper presents a case study in Greece, concerning an investigation about the penetration of PLEs in typical education. In particular, this case study aims at investigating the perceptions of educators about PLEs and their challenges in incorporating PLEs in their teaching practices. The findings are commented on the pros and cons of PLEs and the opportunities that they offer to the modern classroom. According to the results of the present research, most respondents are generally aware of the PLE concept and its advantages.

References

Armakolas S. Panagiotakopoulos C. Massara C. (2015)., The self-regulated learning and the learning environment in Distance Education. In Proceedings of the 8th International Conference in Open and Distance Learning (pp. 102-112).
Atkins, D. E., Brown, J. S., & Hammond, A. L. (2007). A review of the open educational resources (OER) movement: achievements, challenges, and new opportunities. Menlo Park: The William and Flora Hewlett Foundation. Retrieved May 12, 2017, from http://www.hewlett.org/uploads/files/ReviewoftheOERMovement.pdf
Atkinson P. Coffey A. Delamont S. (2003). Key themes in qualitative research: Continuities and changes. Walnut Creek, CA: AltaMira Press.
Attwell, G. (2007). The personal learning environments: The future of eLearning? eLearning Papers, 2(1). Retrieved May, 2017, from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.97.3011&rep=rep1&type=pdf
Beenen G. Ling K. Wang X. Chang K. Frankowsky D. Resnick P. Kraut R. E. (2004). Using social psychology to motivate contributions to online communities. In Proceedings of ACM conference on computer supported cooperative work (CSCW 2004) (pp. 212-221). 10.1145/1031607.1031642
Castañeda, L., Cosgrave, M., Marín, V., & Cronin, C. (2016). Personal Learning Environments: PLE Conference 2015 (special issue guest editorial). Digital Education Review, 29. Retrieved from http://greav.ub.edu/der
Castañeda, L., Dabbagh, N., & Torres-Kompen, R. (2017). Personal Learning Environments: Research-Based Practices, Frameworks and Challenges. Journal of New Approaches in Educational Research, 6(1). doi:10.7821/naer.2017.1.229
Chatti M. A. Jarke M. Frosch-Wilke D. (2007). The future of e-learning: A shift to knowledge networking and social software.International Journal of Knowledge and Learning, 3(4/5), 404–420. 10.1504/IJKL.2007.016702
Dabbagh N. Kitsantas A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning.The Internet and Higher Education, 15(1), 3–8. 10.1016/j.iheduc.2011.06.002
Downes, S. (2012) Connectivism and Connective Knowledge. Essays on meaning and learning networks. Retrieved May 4, 2017, from http://www.downes.ca/files/books/Connective_Knowledge-19May2012.pdf
European Schoolnet and University of Liège. (2012). Survey of Schools: ICT IN EDUCATION. Country profile: Greece. Retrieved May 4, 2017, from https://ec.europa.eu/digital-agenda/sites/digital-agenda/files/Greece%20country%20profile.pdf
Fruhmann, K., Nussbaumer, A., & Albert, D. (2010). A Psycho-Pedagogical Framework for Self-Regulated Learning in a Responsive Open Learning Environment. In S. Hambach, A. Martens, D. Tavangarian et al. (Eds.), Proceedings of the International Conference eLearning Baltics Science (eLBa Science 2010). Rostock: Fraunhofer.
Glahn C. Specht M. Koper R. (2007). Smart Indicators on Learning Interactions. In DuvalE.KlammaR.WolpersM. (Eds.), Creating New Learning Experiences on a Global Scale (pp. 56–70). Heidelberg: Springer. 10.1007/978-3-540-75195-3_5
Gray, D. E. (2014). Doing Research in the Real World (3rd ed.). L.A.: SAGE Publications.
Johnson, L., Adams, S., & Haywood, K. (2011). The NMC horizon report: 2011 K-12 edition. Austin, Texas: The New Media Consortium. Retrieved May 4, 2017, from http://www.nmc.org/pdf/2011-Horizon-Report-K12.pdf
Johnson M. W. Prescott D. Lyon S. (2017). Learning in Online Continuing Professional Development: An Institutionalist View on the Personal Learning Environment.Journal of New Approaches in Educational Research, 6(1), 20–27. https://naerjournal.ua.es/article/view/v6n1-3 RetrievedMay42017 10.7821/naer.2017.1.189
Kitsantas A. Dabbagh N. (2010). Learning to learn with Integrative Learning Technologies (ILT): A practical guide for academic success. Greenwich, CT: Information Age Publishing.
Kop, R., & Fournier, H. (2014). Developing a framework for research on Personal Learning Environments. E-learning in Europe Journal, 35.
Lane, A. (2008, July 13-17). Am I good enough? The mediated use of open educational resources to empower learners in excluded communities. In Proceedings of the Fifth Pan-Commonwealth Forum on Open Learning, London, UK. Retrieved May, 2017, from http://oro.open.ac.uk/17829/1/Am_I_good_enough.pdf
Lichtman, M. (2009). Qualitative Research in Education: A User's Guide (2nd ed.). LA: Sage Publications, Inc.
Ling K. Beenen G. Ludford P. Wang X. Chang K. Li X. Kraut K. (2005). Using social psychology to motivate contributions to online communities.Journal of Computer-Mediated Communication, 10(4), 10. 10.1111/j.1083-6101.2005.tb00273.x
Martindale T. Dowdy M. (2010). Personal learning environments. In VeletsianosG. (Ed.), Emerging technologies in distance education (pp. 177–193). Edmonton, AB: Athabasca University Press.
McGloughlin C. Lee M. J. W. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software.Australasian Journal of Educational Technology, 26(1), 28–43.
Merriam S. B. (2009). Qualitative Research: A Guide to Design and Implementation (3rd ed.). San Francisco, CA: John Wiley & Sons.
Mikroyannidis, A., Connolly, T., & Law, E. L. C. (2012). A survey into the teacher's perception of self-regulated learning. In Proceedings of the 2012 IEEE 12th International Conference on Advanced Learning Technologies (ICALT) (pp. 696-697). IEEE.
Mikroyannidis A. Connolly T. Law E. L. C. Schmitz H. C. Vieritz H. Nussbaumer A. Dhir A. (2014). Self-regulated learning in formal education: Perceptions, challenges and opportunities.International Journal of Technology Enhanced Learning, 6(2), 145–163. 10.1504/IJTEL.2014.066860
Mikroyannidis, A., Kroop, S., & Wolpers, M. (2015) Personal Learning Environments (PLEs): Visions and Concepts. In S. Kroop, A., Mikroyannidis, & M. Wolpers (Eds.) Responsive Open Learning Environments. Outcomes of Research from the ROLE Project. NY: Springer.
Nussbaumer A. Dahn I. Kroop S. Mikroyannidis A. Albert D. (2015). Supporting self-regulated learning. In KroopS.MikroyannidisA.WolpersM. (Eds.), Responsive Open Learning Environments: Outcomes of Research from the ROLE Project. Cham, Switzerland: Springer International Publishing (pp. 17–48). N.Y.: Springer.
Rashid A. M. Ling K. Tassone R. D. Resnick P. Riedl J. (2006). Motivating participation by displaying the value of contribution. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI ’06) (pp. 955-958). 10.1145/1124772.1124915
Ritchie J. Lewis J. Nicholls C. Ormston R. (2013). Qualitative Research Practice: A Guide for Social Science Students and Researchers. LA:SAGE Publications.
Rubin, N. (2010). Creating a user-centric learning environment with Campus Pack personal learning spaces: PLS Webinar, Learning Objects Community. Retrieved March 4, 2015, from http://community.learningobjects.com/Users/Nancy.Rubin/Creating_a_User-Centric_Learning
Steffens K. (2006). Self-regulated learning in technology-enhanced learning environments: Lessons of a European peer review.European Journal of Education, 41(3/4), 353–379. 10.1111/j.1465-3435.2006.00271.x
Van Nimwegen C. Van Oostendorp H. Burgos D. Koper R. (2006). Does an interface with less assistance provoke more thoughtful behaviour? In Proceedings of the 7th international conference on Learning sciences (ICLS '06) (pp. 785-791).
Weinberg D. (2002). Qualitative Research Methods. San Francisco: John Wiley & Sons.
Wilson S. (2008). Patterns of personal learning environments.Interactive Learning Environments, 16(1), 17–34. 10.1080/10494820701772660
Zimmerman B. J. (1989). A social cognitive view of self-regulated academic learning.Journal of Educational Psychology, 81(3), 329–339. 10.1037/0022-0663.81.3.329

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.