A learning model for enhancing the student's control in educational process using <scp>W</scp>eb 2.0 personal learning environments

Rahimi, Ebrahim; Berg, Jan van den; Veen, W.J.M. van

doi:10.1111/bjet.12170

Cited by 49 publications

(32 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Of those that provided some form of evaluation, two were simply in the form of selected open‐ended feedback from users. Bower et al’s () Web 2.0 Learning Design Framework provided more structured qualitative feedback and ratings from users in an associated document (Bower, ) and for Rahimi et al’s () Web 2.0 Personal Learning Environment self‐ratings and feedback from multiple stakeholders are reported in an associated document (Rahimi, ). However, neither of these evaluations constitutes inquiries into the learning of participants or quality of learning designs using primary data sources.…”

Section: Resultsmentioning

confidence: 99%

A critical analysis of technology‐enhanced learning design frameworks

Bower¹,

Vlachopoulos²

2018

Brit J Educational Tech

View full text Add to dashboard Cite

Numerous models have been developed to help teachers efficiently and effectively design learning opportunities using new and emerging technologies. However, the literature to date makes little reference to the variation that exists within the models and frameworks as far as their scope, context, epistemological and pedagogical underpinnings and so on. In this paper, we critically contrast models of technology‐enhanced learning design in order to support educator selection of models, as well as to derive an overarching understanding of how learning design models may differ ontologically. A total of 21 models were selected from a systematic search of the technology‐enhanced learning design research literature. Findings indicated that technology‐enhanced learning design models can be differentiated according to whether they constitute a conceptual framework or a procedural method, their epistemological and pedagogical underpinnings, the level of granularity of the model, the extent to which contextual elements are considered, whether interactions between teachers and students are integral, whether guidance for selecting technologies is included and whether any sort of evaluation of the model has been conducted. The utility of each of these dimensions in terms of supporting technology‐enhanced learning design is considered, and the value more broadly of learning design models is critically discussed.

show abstract

Section: Resultsmentioning

confidence: 99%

A critical analysis of technology‐enhanced learning design frameworks

Bower¹,

Vlachopoulos²

2018

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…PLEs are activity spaces in which students interact and communicate with one another, and with experts, by using Web 2.0 tools. The ultimate result of using Web 2.0 tools is the development of collective learning approaches such as “just-in-time” and “at-your-fingertips” learning opportunities that can support a wide range of teaching and learning activities [ 38 ]. The evaluation studies identified in this review relied heavily on measuring TEL using learner satisfaction measures.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Technology-Enhanced Learning Programs for Health Care Professionals: Systematic Review

Nicoll¹,

MacRury²,

Woerden³

et al. 2018

J Med Internet Res

View full text Add to dashboard Cite

BackgroundTechnology-enhanced learning (TEL) programs are increasingly seen as the way in which education for health care professionals can be transformed, giving access to effective ongoing learning and training even where time or geographical barriers exist. Given the increasing emphasis on this mode of educational support for health care practitioners, it is vital that we can effectively evaluate and measure impact to ensure that TEL programs are effective and fit for purpose. This paper examines the current evidence base for the first time, in relation to the evaluation of TEL programs for health care professionals.ObjectiveWe conducted a systematic review of the current literature relating to the evaluation of TEL programs for health care professionals and critically appraised the quality of the studies.MethodsThis review employed specific search criteria to identify research studies that included evaluation of TEL for health care professionals. The databases searched included Medline Ovid, Cumulative Index of Nursing and Allied Health Literature Plus Advanced, Applied Social Sciences Index and Abstracts, ZETOC, Institute of Electrical and Electronics Engineers Explore Digital Library, Allied and Complementary Medicine, and Education Resources Information Center between January 2006 and January 2017. An additional hand search for relevant articles from reference lists was undertaken. Each of the studies identified was critically appraised for quality using the Crowe Critical Appraisal Tool. This approach produced a percentage total score for each study across specified categories. A proportion of the studies were independently assessed by an additional two reviewers.ResultsThe review identified 21 studies that met the inclusion criteria. The studies included scored totals across eight categories within a range of 37%-95% and an average score of 68%. Studies that measured TEL using learner satisfaction surveys, or combined pretest and posttest knowledge score testing with learner satisfaction surveys, were found to be the most common types of TEL evaluations evident in the literature. The studies reviewed had low scores across reporting on ethical matters, design, and data collection categories.ConclusionsThere continues to be a need to develop effective and standard TEL evaluation tools, and good quality studies that describe effective evaluation of TEL education for health care professionals. Studies often fail to provide sufficient detail to support transferability or direct future TEL health care education programs.

show abstract

“…This work explored the usage of tools based on a didactic strategy by Dabbagh and Kitsantas (2012), previously undemonstrated empirically. However, limitations from research still arise from challenges in transferability and vague conclusions from a lack of data on tools for the diverse SRL phases (Rahimi, van den Berg, and Veen, 2015). Therefore, this work represents a step forward since it explored the uses of digital tools in information management relating to the three phases of Zimmerman's (2002) SRL cycle and the model by Dabbagh and Kitsantas (2012).…”

Section: Discussionmentioning

confidence: 99%

“…In the context of PLE research, two other phases are included in this cycle. A fourth phase was suggested by Rahimi, van den Berg & Veen, (2015), called Feeding back (applying), which involves both the teacher and the learner. The objective of the learner is to track their use of technology.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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

Garcias

Marín

Tur

2018

@tic

View full text Add to dashboard Cite

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.

show abstract

A learning model for enhancing the student's control in educational process using Web 2.0 personal learning environments

Cited by 49 publications

References 23 publications

A critical analysis of technology‐enhanced learning design frameworks

A critical analysis of technology‐enhanced learning design frameworks

Evaluation of Technology-Enhanced Learning Programs for Health Care Professionals: Systematic Review

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

Contact Info

Product

Resources

About