Using social media to develop personal learning environments and self-regulated learning skills: a case study

Dabbagh, Nada; Kitsantas, Anastasia; Al‐Freih, Maha; Fake, Helen

doi:10.1504/ijsmile.2015.072300

Cited by 21 publications

(17 citation statements)

References 20 publications

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“…The two case studies demonstrate ways in which teachers can use PLEs/ PLNs for supporting their own and their students' learning, as well as for creating professional development opportunities within their own teaching and educational contexts. In agreement with the literature concerned with PLEs and PLNs, our case studies describe how these are used for: accessing resources suitable for the specific needs of the user (Pérez Cascante et al, 2016); increasing students' motivation (Dabbagh, Kitsantas, Freih, & Fake, 2015); searching, aggregating, creating, and sharing content (Saadatmand & Kumpulainen, 2013); encouraging students to make their learning personally relevant; increasing students' collaboration and independence (Castañeda & Soto, 2010); assisting students in reflecting on the learning process (Arrufat & Sánchez, 2012); and engaging in online communities (Saadatmand & Kumpulainen, 2013).…”

Section: Discussionsupporting

confidence: 64%

Personal learning environments and personal learning networks for language teachers’ professional development

Goria¹,

Kostantinidiss²,

Kilvinski³

et al. 2019

Professional Development in CALL: A Selection of Papers

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T he emergence of Web 2.0 has created diverse opportunities for continuing professional development in the area of language teaching. This article begins by presenting how the pedagogical model implemented in an online postgraduate programme integrates the Personal Learning Environment and Personal Learning Network (PLE and PLN) concept and practice to support students' learning. Furthermore, it provides two case studies from the students of the programme on the integration of the PLE and PLN concept in their own settings as well as its effects on their professional development. The first case study describes how the PLE and PLN concept has become part of the instructional strategy of the teacher and discusses the outcomes of its implementation. The second case study deals with how the PLE and PLN concept facilitated the professional networking activities of the teacher and how this has affected teaching practices. The two case studies demonstrate diverse ways as to how teachers can use PLEs and PLNs for supporting their own as well as their students' learning, and for creating professional development opportunities within their

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Section: Discussionsupporting

confidence: 64%

Personal learning environments and personal learning networks for language teachers’ professional development

Goria¹,

Kostantinidiss²,

Kilvinski³

et al. 2019

Professional Development in CALL: A Selection of Papers

View full text Add to dashboard Cite

show abstract

“…The use of search engines, videos, and social networks, were reported as highest on the list of digital tools for learning, and organizational tools and progress tracking tools were reported as highest on the list of desired digital tools for learning. These findings suggest that PLEs are not a stable nor monolithic learning technology that can be standardized or used in a controlled environment,, rather, PLEs cross institutional and organizational boundaries and evolve over time and place (Dabbagh et al, 2015). As Haworth (2016) emphasized, PLEs are not persistent learning environments, rather, they are dynamic and evolve according to learners' objectives and achievements.…”

Section: Discussionmentioning

confidence: 99%

“…While such systems may be effective at scaffolding a personalized learning experience, they may be understating the learner as designer principle of a PLE and formalizing the PLE process through the instantiation of yet another tool or platform. On the other hand, a PLE that relies on a variety of technological artefacts, tools, and platforms that are freely assembled by the learner could lead to interdependencies and usability issues (Dabbagh et al, 2015). Haworth (2016) proposed that different social media platforms can serve as a PLE.…”

Section: Discussionmentioning

confidence: 99%

“…It has become increasingly clear that students want to own their learning and PLEs are a pedagogical and technological vehicle for supporting students' ownership of learning because PLEs are unique to their author or initiator (Dabbagh et al, 2015). However, in order for students to become successful designers, curators, and evaluators of their learning experience, they must acquire and apply knowledge management and selfregulated learning skills (Coll & Engel, 2014;Dabbagh & Kitsantas, 2012).…”

Section: Discussionmentioning

confidence: 99%

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College Students’ Perceptions of Personal Learning Environments Through the Lens of Digital Tools, Processes and Spaces

Dabbagh

Fake

2017

J. New Approaches Educ. Res.

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A review of the literature reveals there is a gap in the research regarding how students currently perceive PLEs and how they structure their PLEs to support their learning goals. The purpose of this study was to establish an understanding of college students' perceptions of PLEs and what digital tools are currently being used to structure PLEs in order to facilitate personal growth and development. Participants (N=109) were asked to share their perceptions of PLEs and what digital tools, devices, and services they use to create PLEs. Analysis of blog submissions revealed similarities and differences between the ways that undergraduate and graduate students perceive PLEs and how they characterize these learning spaces. Students reported using a variety of digital tools for learning however their expectations of digital tools were to foster discussion, collaboration, and interaction, organization, planning, and resource management, experiential learning, personalization and a desire for effective technology. The findings of this study have important implications with respect to the competencies and skills needed to create effective PLEs and the affordances of digital technologies needed to support PLE development.

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“…While research shows that PLEs are intrinsically motivating (Dabbagh et al, 2015;Kennedy, 2018), program managers can create spaces for online connections with experts, model digital literacies, and scaffold development of self-regulated learning skills such as setting goals, planning strategies to achieve goals, managing time, and organizing resources. In this way, students will be prepared to capitalize on serendipitous opportunities inherent in PLEs.…”

Section: Solutions and Recommendationsmentioning

confidence: 99%

Seven Traits of Personal Learning Environments for Designing Quality Online Learning Programs

Kennedy¹

2019

Ensuring Quality and Integrity in Online Learning Programs

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This chapter reports on research findings that illustrate a system view of connectedness across personal, professional, and academic contexts with implications for designing quality online learning programs. Connected learners organically blur the line between formal and informal learning when they call on their social networks and engage in online learning systems towards goals in their personal, professional, and academic lives. The phenomenological study referenced in this chapter is framed by complexity theory and grounded in research on complex adaptive systems applied to educational contexts. Examples of lived experiences illustrate how being connected in a personal learning environment is experienced as immersion in a complex adaptive system. Implications and recommendations for quality online learning programs are discussed.

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Using social media to develop personal learning environments and self-regulated learning skills: a case study

Cited by 21 publications

References 20 publications

Personal learning environments and personal learning networks for language teachers’ professional development

Personal learning environments and personal learning networks for language teachers’ professional development

College Students’ Perceptions of Personal Learning Environments Through the Lens of Digital Tools, Processes and Spaces

Seven Traits of Personal Learning Environments for Designing Quality Online Learning Programs

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