dc.creator | Romero Frías, Esteban | es |
dc.creator | Arquero Montaño, José Luis | es |
dc.date.accessioned | 2018-09-18T11:55:24Z | |
dc.date.available | 2018-09-18T11:55:24Z | |
dc.date.issued | 2013 | |
dc.identifier.citation | Romero Frías, E. y Arquero Montaño, J.L. (2013). A View on Personal Learning Environments through Approaches to Learning. The International Journal for Innovation and Quality in Learning, 1, 29-368. | |
dc.identifier.issn | 2294-9763 | es |
dc.identifier.uri | https://hdl.handle.net/11441/78593 | |
dc.description.abstract | In the past years the impact of social media in students in Higher Education has been remarkably
significant (Pew Research Center, 2010; Tapscott, 2009). In order to exploit the potential benefits of
these tools on education, we carried out different experiments using wikis and private social networks.
Although the results were positive, we decided to move towards a more open approach using tools not
directly linked to educational purposes. This paper reports on an experience in the use of Personal
Learning Environments (PLE) to develop competences needed by students for lifelong learning. PLE is a
concept that refers to the set of tools, devices, connections and networks that we used to learn.
Nowadays building a digital PLE is key to achieve the goals set by the European Union.
The main objective of the paper is to analyse the influence of the approaches to learning of students in
the reported effects of the PLE as well as in relevant aspects of the learning process.
245 students enrolled in a course on International Accounting participated in the experience of
developing their own digital PLE. Some of the activities proposed used social networks, Twitter, blogs
and wikis. The data were gathered through a web based questionnaire in two steps: 1) to obtain a priori
self-confidence measures regarding communication in academic tasks and web related tasks, and 2) to
obtain a measure of the approaches to learning of the students and self-confidence measures.
According to students’ opinion, the experience was deemed as positive. In order to check the
relationships between the impact of the experience and the approach to learning of students, a cluster
analysis was performed. Students were classified into two groups. The cluster #1 presents lower scores
on deep approach and higher scores on surface approach than students classified into cluster #2.
Comparing the scores obtained in all the aspects of learning between the two groups, many differences
arise. Students in the deep approach group indicated a significant higher impact in all measured aspects.
Results suggest that certain a type of students, more flexible and likely to manage information in their
own, is able to use PLEs more effectively to learn than those who present a more pragmatic orientation
focussed on passing the course. | es |
dc.description.sponsorship | Junta de Andalucía – FEDER (Proyectos de Excelencia: SEJ-02670) | es |
dc.description.sponsorship | Universidad de Granada, Proyecto Innovación | es |
dc.format | application/pdf | es |
dc.language.iso | eng | es |
dc.publisher | European Foundation for Quality in E-Learning | es |
dc.relation.ispartof | The International Journal for Innovation and Quality in Learning, 1, 29-368. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Learning Approaches | es |
dc.subject | Social media | es |
dc.subject | Personal Learning Environment | es |
dc.title | A View on Personal Learning Environments through Approaches to Learning | es |
dc.type | info:eu-repo/semantics/article | es |
dcterms.identifier | https://ror.org/03yxnpp24 | |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Contabilidad y Economía Financiera | es |
dc.relation.projectID | SEJ-02670 | es |
idus.format.extent | 8 | es |
dc.journaltitle | The International Journal for Innovation and Quality in Learning | es |
dc.publication.issue | 1 | es |
dc.publication.initialPage | 29 | es |
dc.publication.endPage | 368 | es |
dc.contributor.funder | Junta de Andalucía | |
dc.contributor.funder | Universidad de Granada | |