Beyond the tools
Analysing personal and group learning environments in a university course / Más allá de la tecnología: análisis de los entornos de aprendizaje personales y grupales de estudiantes en una asignatura universitaria
Bibliographic Data
| ID | 12486369 |
|---|---|
| Authors | Linda Castañeda (0000-0002-1055-9241, Universidad de Murcia, corresponding author), Jordi Adell Segura (0000-0003-4369-6485, Universitat Jaume I) |
| Year | 2014 |
| Volume | 26 |
| Issue | 4 |
| Pages | 739-774 |
| Publication date | 2014-10-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Culture and Education (JOURNAL) |
| Journal identifiers | ISSN: 1135-6405 • E-ISSN: 1578-4118 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/11356405.2014.985946 |
| OpenAlex | W2153811924 |
| Language | EN |
| Citations received | 6 |
| References cited | 6 |
In this paper we present the results of a naturalistic study carried out with higher education students which describes their learning environments when working on academic tasks in groups and individually. In this study we want to analyse how they organize their learning activities and knowledge processes (reading, reflecting and sharing) and how these learning processes are integrated into their Personal Learning Environments (PLE). In order to achieve that, students had to reflect about the basic ‘components’ that make up their learning process: reading (using not only by text but also multimedia), doing/reflecting (creating cognitive artefacts) and sharing (discussing, showing, and offering and receiving feedback from and to a community of reference). Students formed relationships between those components and any technological tools they used and created mind maps to represent their PLEs. The main objective is to try to understand how PLEs are organized and how they are perceived by learners, not from a technological perspective but from a learning perspective. The main results confirm the strong nature of PLEs as a pedagogical approach with a strong technological base. In addition, those results suggest a close relationship between students’ beliefs and expectations regarding academic tasks as well as the importance they give to each component in their learning process
Cognition · Linguistics · Mathematics education · Pedagogy · Perspective (graphical · Process (computing · Reading (process · Computer Science · E-Learning and Knowledge Management · Innovative Teaching and Learning Methods · Psychology · Reflective Practices in Education · Artificial Intelligence
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Introduction
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2014 - 2024 (11) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |