The managing of a PLE from the perspetive of the students

COSTA, VIANA & CRUZ

http://aprendercom.org/miragens/Nicósia, September

THE MANAGEMENT OF A PLE FROM THE PERSPECTIVE OF HIGHER EDUCATION STUDENTS


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The main goal this study is to understand the nature of the difficulties faced by higher education students,

when they are encouraged to use methodologies based on the use of online Personal Learning Environments (PLE) and “social media”.

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PLE are a response to the pedagogical approaches advocating that e-learning systems need to be under the control of the learners themselves (Van Harmelen, 2006).

But also a response to the desire to build bridges between the worlds of formal and informal learning, from a life-long learning perspective (Laurillard, 2002, 2012)…

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Recognizing the strategic importance given to student’s leadership in the organization and management of their own learning…

Additionally to the face to face activities we involve students exploring the potential of the Internet and social software for learning…

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http://grou.ps/escola20



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An exploratory study: two groups of 2nd-year degree students were surveyed through a questionnaire, in two different academic years.

Questionnaire with 3 parts: 1st: difficulties felt (22 items); 2nd: strategies used (12 items); 3rd: suggestions (open question).

Likert scales.

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The 1st part aims to find out the students’ perception about difficulties felt in the management of the learning process;

The 2nd part focused on the strategies used by the students in managing the learning process;

The 3rd part intended to identify factors that could hinder the success of the implementation of PLE in higher education.

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The items of the questionnaire were inferred from the analysis of the type of interaction between the teacher and student when a given tool is used in an educational context, and organized into the four categories of pedagogical strategies proposed by Laurillard (1993, 2002): Discursive, Adaptive, Interactive and Reflective.

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The students experienced difficulties in personal organization, in the adoption of continuous and systematic working methods, in participation in the tasks set and in completion of the learning tasks.

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Considering the set of strategies adopted to improve the students’ output, the following stood out from the rest: the assessments and/or suggestions supplied by the teachers (item 8), the independent management in the development of the portfolios (item 7) and the profitable use of the different digital systems to present ideas and content in a wide-ranging manner (item 6).

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To overcome the difficulties, students preferred to ask the teacher about their doubts rather than to interact with their classmates, and use the different tools and technologies available online.

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Despite the students recognizing, in general, that the undertaking of PLE depends largely on themselves, namely the organization and management strategies they implemented, they did not feel prepared for this type of learning.

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The conclusion was that preparatory work must be undertaken in advance to encourage the creation and use of personal online environments as a learning method in higher education, aimed at fostering competencies such as autonomy in learning, the ability to reflect and the capacity for critical analysis of the students’ own output.

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Thank you for your attention!

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Education

The managing of a PLE from the perspetive of the students