Personalised Learning: Developing a Vygotskian Framework for E-learning

Ballard, James David; Butler, Philip Ian

doi:10.18848/1832-3669/cgp/v07i02/56198

Cited by 13 publications

(7 citation statements)

References 25 publications

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“…Another important line of study is the impact of e-portfolio use at both community level (Blau et al, 2013) and individual level (Ballard & Butler, 2011;Barrett & Garrett, 2009). The five most basic functions identified are (1) storage, (2) information management, (3) connections, (4) communication, and (5) development, which include both personal and community use (Abrami & Barrett, 2005;Barrett, 2007;Blau et al, 2013;D.…”

Section: The Impact Of Electronic Portfolios On Learning In Communitimentioning

confidence: 99%

Impact of Electronic Portfolios on Prospective Teachers’ Participation, Motivation, and Autonomous Learning

2016

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This study explores the impact of electronic portfolios on undergraduate learning in higher education. Based on a descriptive study, it analyses the prospective teacher's perception of use of these tools (electronic portfolio in Moodle-Mahara, in the institutional environment of a university in southern Europe), examining the variables participation, autonomous learning, and motivation. The results show no increase in motivation, but they do show an increase in autonomy, especially a progressive increase in the student's online participation in a blended learning context. The results show a positive correlation between the variables participation and university student's performance. Research into the uses and impact of electronic portfolios on undergraduates has implications for improving educational practice by fostering increased participation and autonomous learning.

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Section: The Impact Of Electronic Portfolios On Learning In Communitimentioning

confidence: 99%

Impact of Electronic Portfolios on Prospective Teachers’ Participation, Motivation, and Autonomous Learning

2016

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“…This builds on previous work exploring the role of analytics in learning design, feedback and assessment (San Diego et al, 2012) and designing personalised learning environments (Ballard and Butler, 2011). Specifically Noe et al (2010) suggest that learning design or pedagogical centric approaches may unintentionally limit research to an instructor focused model, particularly where it is seen as the role of the instructor to determine learning outcomes and the most appropriate environment for which these are to be achieved.…”

Section: Research Questionmentioning

confidence: 81%

Learner enhanced technology

Ballard¹,

Butler

2016

Journal of Applied Research in Higher Education

Self Cite

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Purpose – The purpose of this paper is to propose a conceptual model of engagement, appropriated from social media marketing, as a sense-making framework to understand engagement as a measurable process through the development of engagement profiles. To explore its potential application to education the paper follows previous work with Personalised Learning strategies to place emphasis on the promotion of the learner voice – their ability to influence decisions affecting them and their community. Design/methodology/approach – This paper will position engagement as a sociocultural process and adopt an Activity Theory based methodology demonstrated through a desk analysis of VLE data from a further education college. Findings – The analysis suggests that the approach can yield insights that may be elusive in traditional measures reinforcing the overall conceptual proposal for a multi-method approach to profiling learner engagement. Research limitations/implications – The paper has focused on presentation and exploration of the conceptual approach, which has limited the scope to broaden the discussion of the desk analysis and wider findings that this approach reveals. Practical implications – It is intended that the approach offers a generalizable model that can be adopted by institutions planning to measure engagement or develop learner activity profiles. Several areas of immediate potential are identified throughout the paper. Originality/value – This paper contributes a multi-method approach to engagement as argued for in recent engagement literature. This should offer institutions a way to realise value from emerging ideas within related domains of Learning Design and Learning Analytics.

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“…The vision to empower learners to champion their own learning via technologies such as a VLE-based educational resources and interaction with peers is having a significant impact on learning in higher education (Ballard & Butler 2011). Ellaway and Masters (2008) have argued that integration of technology has made MedE more flexible, learner-centred, interactive and collaborative among teachers and learners.…”

Section: Discussionmentioning

confidence: 99%

Blended learning: call of the day for medical education in the global South

Jamil¹,

Naseem²,

Rashwan³

et al. 2019

Sotls

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Blended learning (BL) is an e-learning approach that combines the strengths of both online and face-to-face learning, creating meaningful interactions between students, teachers, and resources. This paper explores students’ expectations and satisfaction with, and participation in, a basic science course offered through BL approaches in an undergraduate medical education programme in Pakistan. Developmental anatomy (embryology) was redesigned as a BL course and offered to a hundred first-year students. Both online activities and technology-assisted face-to-face interactive discussions were used in each topic. Students’ expectations were gathered at the start of the course and perceptions regarding their satisfaction with the course was collected at the end of the course via questionnaires. A temporal analysis of the website use was conducted to determine any changes in use across the course. The data shows that students were satisfied with their experience in the course. Their expectations regarding technology and pedagogy were met. Online individual learning activities were rated higher than collaborative discussions. Face-to-face discussions received a high rating compared to online learning activities. Students’ access to the website varied throughout the course and declined over time. However, some activity was noted before the exams. Students made extensive use of WhatsApp. In basic science subjects, BL has the potential to offer learners some control over content, learning sequence, and pace and time of learning. Unless made part of an assessment scheme, online discussions and other activities are not likely to be seen as useful learning strategies by students. Teachers’ skills in designing and facilitating BL courses are critical to the success thereof. How to cite this article: JAMIL, Zehra; NASEEM, Azra; RASHWAN, Eman; KHALID, Sumrah. Blended learning: call of the day for medical education in the global South. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 57-76, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=73&path%5B%5D=35 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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Personalised Learning: Developing a Vygotskian Framework for E-learning

Cited by 13 publications

References 25 publications

Impact of Electronic Portfolios on Prospective Teachers’ Participation, Motivation, and Autonomous Learning

Impact of Electronic Portfolios on Prospective Teachers’ Participation, Motivation, and Autonomous Learning

Learner enhanced technology

Blended learning: call of the day for medical education in the global South

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