Facilitating student-driven constructing of learning environments using Web 2.0 personal learning environments

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

doi:10.1016/j.compedu.2014.10.012

Cited by 113 publications

(90 citation statements)

References 13 publications

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“…The percentage of positive responses by students towards assignment and assessment in Science Education Seminar was (84,43%) ≥ 81,25% categorized as "very good" which meant that the use of e-assessment in Science Education Seminar had fulfilled the criteria of product effectiveness. It was in agreement with Bollen et al, (2015) who said that developed digital assessment got positive responses from students and Rahimi et al, (2015) who explained that the use of web could help students construct their assignments and smooth the communication with the lecturer.…”

Section: Revising Productsupporting

confidence: 66%

The Development of Alternative Assessment Instrument in Web-Based Scientific Communication Skill in Science Education Seminar Course

Hardianti

Taufiq

Pamelasari

2017

JPII

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Science Education Seminar course aims to develop the communication skill of students. The materials and assignments are given to train how to communicate effectively both written and orally. The tasks consist of the scientific papers analysis, conceptual article draft, and other assignments. It took longer time to assess those assignments with only pencil and paper methods therefore a web-based alternative assessment was designed to assess the assignments. Web-based alternative assessment (e-assessment) can facilitate students and lecturer in the process of collecting and assessing tasks. The validation score by the assessment expert of the four aspects resulted 94,64%, 92,86%, 91,07%, and 92,86% meanwhile the score of expert information systems was 90, 63%. Thus the product can be said as valid in very feasible category with the average score of 81.5%. The percentage of positive responses of students was 84,43% that indicates the product is effective to help students and lecturers in the assessing students' assignment and performance. Therefore, it can be said that the research has met the indicator of feasibility to result a valid and effective product.

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Section: Revising Productsupporting

confidence: 66%

The Development of Alternative Assessment Instrument in Web-Based Scientific Communication Skill in Science Education Seminar Course

Hardianti

Taufiq

Pamelasari

2017

JPII

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“…The current era of open movements, online spaces and networks provide learners with processes of dynamic exchange of information and content. In an open online learning environment a wide range of online applications and social networking sites such as Twitter, Google, blogs and social bookmarking tools are deployed to provide just-in-time and flexible learning opportunities where learners can interact, collaborate, share, communicate and manage learning resources on the go (Lambert & Fisher, 2013;Rahimi, van den Berg, & Veen, 2015;Saadatmand & Kumpulainen, 2014). An appropriate pedagogical design and proper exploitation of social technologies are crucial in fostering the processes of communication and interaction (Siemens, 2012;Skrypnyk, Joksimović, & Kovanović, 2015).…”

Section: Introductionmentioning

confidence: 99%

Examining Learners’ Interaction in an Open Online Course Through the Community of Inquiry Framework

Saadatmand

Uhlin

Hedberg

et al. 2017

European Journal of Open, Distance and E-Learning

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Open online courses are becoming more prevalent at local level and for and professional development objectives. Proper instructional design combined with use of online tools can promote learner interaction in online environments. Using the Community of Inquiry (CoI) framework, this study aimed at examining learners' interaction and their perceptions of teaching presence, social presence, and cognitive presence in an open online course offered for professional development in three Swedish universities. The course was free and open to all, attracting participants from all over the world. In order to understand the online interactions of the course, three presences of CoI were matched to three types of interaction (Moore, 1989). Data were collected through a slightly revised version of the CoI instrument and open-ended questions were added. Survey results showed that participants had high perceptions of the three presences in the course. Results also yielded significant relationships between teaching presence and cognitive presence, as well as social presence and cognitive presence. The findings suggest that deploying a set of online tools combined with appropriate pedagogical approaches in designing open online courses could foster learner interaction especially learner-content interaction and cognitive presence. Abstract in SwedishÖppna nätkurser kan anpassas till ett mindre format för ändamålet kompetensutveckling. En genomtänkt kursdesign i kombination med digitala verktyg stödjer samspelet mellan kursdeltagare i en digital lärandemiljö. I denna studie användes Community of Inquiry (CoI) som utgångspunkt för att studera interaktionen mellan kursdeltagare och lärmiljön och dess innehåll i en öppen nätkurs som erbjuds för kompetensutveckling till lärare på tre svenska universitet. Kursen var gratis och öppen för alla och samlade deltagare från hela världen. För att åskådliggöra samspelet i kursen matchades de tre typerna av närvaro i CoI med tre sorters interaktioner mellan kursens aktörer (Moore, 1989). Data samlades in genom en reviderad version av CoI-enkäten med tillägg av öppna frågor. Resultaten visade att deltagarna uppfattade en hög grad av närvaro i alla tre dimensionerna och visade också signifikanta samband mellan pedagogisk och kognitiv närvaro, såväl som mellan social och kognitiv närvaro. Fynden antyder att genomtänkt pedagogisk utformning och användning av digitala verktyg vid design av öppna nätkurser kan främja interaktion, särskilt mellan deltagare och kursinnehåll, och kognitiv närvaro. IntroductionAlongside massive open online courses (MOOCs) small-scaled open online courses are becoming more widespread in many disciplines in higher education and continuing institutions around the world. MOOCs represent a novel format of online learning and have ushered in an increased interest in learning experiences and learner interactions taking place in open online learning environments (Kilgore & Lowenthal, 2015). Learning and interactions in complex online environments pose both advantages and ...

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“…Cabe hacer notar que estos estudios no son los únicos entusiastas promotores y defensores de las ventajas y potenciales del PLE como elemento educativo (Gallego-Arrufat & Chaves-Barboza, 2014;Halimi, Seridi-Bouchelaghem & FaronZucker, 2014;Kop, & Fournier, 2013;Marín, Negre, & Pérez, 2014;Rahimi, Van den Berg, & Veen, 2015;Ros et al, 2013;Salehi, Kamalabadi, & Ghoushchi, 2013), no solo para la educación inicial superior (Chaves-Barboza, Trujillo-Torres, & López-Núñez, 2015;Marín, Salinas, &, de Benito, 2014;Rodríguez, & López, 2013), sino también para el desarrollo profesional (Rahimi, Van den Berg, & Veen, 2013), la educación de nivel primario Gil, 2012;Honegger, & Neff, 2010) y de nivel secundario (Chaves, 2016;Ricoy, & Couto, 2010). Entre las ventajas destacan la gran flexibilidad y facilidad de uso, las posibilidades de personalización y de adecuación, el acceso que brinda a ilimitadas herramientas web 2.0, el potencial que tienen para el trabajo colaborativo y las relaciones sociales, el papel activo que otorga al sujeto de formación, así como el énfasis que da al desarrollo de su propia responsabilidad y control, y la posibilidades que ofrecen para la educación formal, no formal e informal.…”

Section: Introductionunclassified

Entornos personales de aprendizaje (PLE) en el Grado de

Chaves-Barboza¹,

Sola-Martínez

2017

Rev. Electr. Educare

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This paper studies the devices that university students in teacher education incorporate into their personal learning environments (PLE). It also examines the time that students dedicate to activities related to ICT, the factors that encourage or frustrate the incorporation of tools to students’ PLE, and the characteristics that this population desires for a PLE. For this, a questionnaire has been applied using Likert scales in a sample of 668 students divided into 15 groups, enrolled in the Elementary Education Bachelor’s degree program, at the University of Granada, Spain. The data were analyzed using descriptive and inferential statistics (with 95% confidence interval). Also, correlation tests (Kendall coefficient τ) and analysis of variance (test of Kruskal-Wallis H) were employed. The results showed that laptops and smartphones are the most accessible devices for students. The findings also showed that students spend little time to visiting university platforms, they prefer PLE tools to be productive and to allow them to connect with others, and they want PLE to be interactive, customizable and useful.

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Facilitating student-driven constructing of learning environments using Web 2.0 personal learning environments

Cited by 113 publications

References 13 publications

The Development of Alternative Assessment Instrument in Web-Based Scientific Communication Skill in Science Education Seminar Course

The Development of Alternative Assessment Instrument in Web-Based Scientific Communication Skill in Science Education Seminar Course

Examining Learners’ Interaction in an Open Online Course Through the Community of Inquiry Framework

Entornos personales de aprendizaje (PLE) en el Grado de

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