Teacher Roles in Personalized Learning Environments

Downes, John M.; Netcoh, Steven; Farber, Katy; DeMink-Carthew, Jessica; Brown, T.C.K.; Mark, Rachel

doi:10.1086/711079

Cited by 24 publications

(23 citation statements)

References 19 publications

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“…Therefore, the present systematic review and trend analysis can become a guidance platform for researchers, educators, policymakers or even journal publishers for future research in PLEs research. The current systematic review is significant and Transformational leadership and constructivism [175] Constructivism [33], [39], [45], [49], [79], [84], [91], [93], [99], [101], [123], [127], [131], [138[, [159] Connectivism & self-regulated learning [75] Self-learning [87], [103], [128], [176] Socio-cultural theory [50] Lifelong learning [125], [151], 161] TAM [61] Connectivism [51], [144], [158] Constructivism & Connectivism [76] Self-Reported Learning [149], [177] Self-directed + Connectivism [53] Lifelong theory [59] Technology-enhanced learning [178] Personal construct theory [179] Technology acceptance models [152] Self-disclosure learning [129] Situated Learning [82] Collaborative learning [106] Constructivism+ Searle"s theory [112] Mobile learning theories [72] Epistemological [180] IX. CONCLUSION indispensable in reviewing journal articles that discussed PLEs between 2000 and 2020.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

A Systematic Review and Trend Analysis of Personal Learning Environments Research

Serhan¹,

Yahaya²

2022

IJIET

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The concept of personal learning environments (PLEs) is relatively new and is continuously developing. Over the past decade, there has been a significant upsurge in the number of PLEs-related research. Nevertheless, there is a lack of recent systematic reviews and trend analysis covering many PLEs studies; to the best of our knowledge. Therefore, the current systematic review is significant and indispensable in reviewing journal articles that discussed PLEs between 2000 and 2020. We searched Web of Science, Scopus, Sciences Direct, JSTOR, Springer, Google Scholar, and IEEE Xplore for studies published in English without limit in location or time to retrieve accurate results. Trend graphics for the extracted themes were also analyzed using descriptive statistics in Excel. According to the defined inclusion criteria, one hundred forty-eight articles were selected for the analysis. This study reveals that literature on PLEs has progressed from 2000 to 2020; the majority of PLEs-related articles were published between 2011 and 2020, with the year 2013 having the highest number of published articles (17 articles), followed by 16 papers published in both years 2014 and 2017. We found that the published PLEs research originated from 46 countries; 26 (17.6%) were from Spain. The majority of the authors had education, computer science, information technology and engineering backgrounds. This review also showed that numerous platforms had been used in PLEs research, with Web 2.0 the most commonly used platform. We noted that the most common objectives of the included articles were PLEs custom system development, analysis of the PLEs, description of experiments, investigations, development of factor models, framework development, and examination. The most common theoretical perspectives in the published articles were self-regulated learning, self-directed learning, and constructivism. The current systematic review and trend analysis can become a guidance platform for researchers, educators, policymakers or even journal publishers for future research in PLEs research.

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Section: Theoretical Perspectivesmentioning

confidence: 99%

A Systematic Review and Trend Analysis of Personal Learning Environments Research

Serhan¹,

Yahaya²

2022

IJIET

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“…is is because inappropriate courseware may cause overload or learning without understanding, which may affect student performance [19].…”

Section: Introductionmentioning

confidence: 99%

Personalized Online Education Learning Strategies Based on Transfer Learning Emotion Classification Model

Wang

Shi

2021

Security and Communication Networks

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Due to the epidemic, online course learning has become a major learning method for students worldwide. Analyzing its massive data from the massive online education platforms becomes a challenge because most learners watch online instructional videos. Thus, analyzing learners’ learning behaviors is beneficial to implement personalized online learning strategies with sentiment classification models. To this end, we propose a context-aware network model based on transfer learning that aims to predict learner performance by solving learners’ problems and improving the educational process, contributing to a comprehensive analysis of such student behavior and exploring various learning models in MOOC video interactions. In addition, we visualize and analyze MOOC video interactions, enabling course instructors and education professionals to analyze clickstream data generated by learners interacting with course videos. The experimental results show that, in the process of “massive data mining,” personalized learning strategies of this model can efficiently enhance students’ interest in learning and enable different types of students to develop personalized online education learning strategies.

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“…Apart from the learning process, schools may support their citizens to make cultural visits to gain insights related to the existence and preservation of local wisdom. Whereas when we discuss the role of the teacher, as stated by Bishop et al, (2020) that the roles of the teachers in a personalized learning environment illustrates the need for teacher roles that empower students in the learning process, scout student interests and resources to support their learning, scaffold emergent projects, and assess diverse forms of student work. Some of these roles are very possible to be connected with local wisdom around students.…”

Section: Resultsmentioning

confidence: 99%

The Role of Teachers in Internalizing the Values of Local Wisdom in Madrasah Ibtidaiyah

Nuryana¹,

Sahrir²

2021

al.ibtida.snj

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The roles of the teacher in internalizing the values of local wisdom can be seen from the extent of the efforts made by the teacher in developing the values of local wisdom in the learning process. This study aims to describe the roles of teachers and the factors that influence them in internalizing the values of the local wisdom of Cirebon in learning at the Madrasah Ibtidaiyah (Islamic elementary school). A qualitative descriptive study with an ethnographic approach was combined with a quantitative descriptive survey method in this research. Questionnaires, observation, and interviews were utilized to collect data for this study. The findings revealed that instructors' roles in instilling local wisdom values in Islamic elementary school children in Cirebon City had not been fully utilized in the classroom. This can be seen in how the abilities and competencies of teachers who are considered still inadequate to be able to internalize the values of local wisdom in madrasah learning. Local wisdom has so far only been used in the classroom to invite students to tour historical sites, make traditional arts an extracurricular activity, and convey stories about Cirebon's history. Government regulations stating that local wisdom is crucial to its survival and preservation are examples of supporting elements. Teachers, family support, curriculum load, and the cost of visiting cultural sites were discovered to be the most constraining factors.

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Teacher Roles in Personalized Learning Environments

Cited by 24 publications

References 19 publications

A Systematic Review and Trend Analysis of Personal Learning Environments Research

A Systematic Review and Trend Analysis of Personal Learning Environments Research

Personalized Online Education Learning Strategies Based on Transfer Learning Emotion Classification Model

The Role of Teachers in Internalizing the Values of Local Wisdom in Madrasah Ibtidaiyah

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