Self-regulated learning in the PLE through a portfolio-based didactic strategy with blogs and microblogs
Issue
Section
Keywords:
Personal Learning Environment, blog, microblog, electronic portfolio, self-regulated learning
Published
Abstract
Personal Learning Environments (PLE) have been related to self-regulated learning by highlighting their possibilities for autonomy in one's own processes as well as by influencing metacognitive skills of planning, execution and reflection. Among all the platforms, blogs and microblogs have been the protagonists due to their flexibility and capacity to adapt to numerous designs, and electronic portfolios among them. Research has shown the possibilities of Blogger for the creation of reflective portfolios and Twitter for the extension of personal learning networks. In this experience, a complex and global activity is proposed in which both platforms are approached for the construction of an electronic portfolio that contemplates a harmonic phase of reflexive cohesion and another more distributed phase of shared and networked reflection. With an interpretative approach, the PLE diagrams by students are analyzed and their perceptions are collected through an online questionnaire. The results show that the strategy is valid and that it allows the development of metacognitive planning and execution skills with both platforms, although the reflective ones are developed preferably in blogs.
Downloads
Supporting agencias
- Este estudio ha sido financiado por el Ministerio de Ciencia e Innovación
- código de proyecto EDU2017-84223-R.
License
Copyright (c) 2020 The authors
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors publishing in this journal agree to the following terms:
- Authors retain copyright and grant in the journal the right of first publication of the work, registered under a Creative Commons acknowledgement licence (CC BY-NC-SA), which allows dissemination with acknowledgement of authorship and first publication in this journal.
- Authors may independently enter into other contractual arrangements to allow publication of the version published in this journal in other media (e.g., in an institutional repository or in a book), with acknowledgement of initial publication in this journal.
- Authors have permission to publish their work online and are encouraged to do so (e.g., in institutional repositories or on their website) before and during the submission process, because it can produce good results and lead to the published work receiving more citations (see The Effect of Open Access).
PRIVACY STATEMENT
Names and email addresses on the journal website will only be used for the uses indicated in this journal and will not be made available for any other use or to third parties.
Downloads
References
Araka, E., Maina, E., Gitonga, R., y Oboko, R. (2020). Research trends in measurement and intervention tools for self-regulated learning for e-learning environments—systematic review (2008–2018). Research and Practice in Technology Enhanced Learning, 15(6). https://doi.org/10.1186/s41039-020-00129-5
Area, M., y Sanabria, A. L. (2014). Changing the rules: from textbooks to PLEs / Cambiando las reglas de juego: de los libros de texto al PLE. Cultura y Educación, 26(4), 802-829. https://doi.org/10.1080/11356405.2014.979068
Barroso, J., Cabero, J., y Vázquez, A. (2012). La formación desde la perspectiva de los entornos personales de aprendizaje (PLE). Apertura, 4(1), 6-12. Recuperado desde http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/view/209/224
Biberman-Shalev, L. (2018). Personal blogs or communal blogs? Pre-service teachers' perceptionsregarding the contribution of these two platforms to their professional development. Teaching and Teacher Education, 69, 253- 262. https://doi.org/10.1016/j.tate.2017.10.006
Blaschke, L. M. (2019). The Pedagogy–Andragogy–Heutagogy Continuum and Technology-Supported Personal Learning Environments. En I. Jung (Ed.), Open and Distance Education Theory Revisited (pp.75-84). https://doi.org/10.1007/978-981-13-7740-2_9
Cambridge, D. (2010). E-portfolios for lifelong learning and assessment. San Francisco: Jossey-Bass.
Carpenter, J. P., Tur, G., y Marín, V. I. (2016). What do USA and Spanish Pre-service Teachers Think about Educational and Professional use of Twitter? A Comparative Study. Teaching and Teacher Education, 60, 131-143. https://doi.org/10.1016/j.tate.2016.08.011
Castañeda, L., y Adell, J. (2013). La anatomía de los PLEs. En L. Castañeda y J. Adell (Eds.), Entornos Personales de Aprendizaje: Claves para el ecosistema educativo en red (pp.11-27). Alcoy: Marfil.
Castañeda, L., Tur, G. Torres-Kompen, R. (2019). Impacto del concepto PLE en la literatura sobre educación: la última década. RIED, Revista de Iberoamericana de Educación a Distancia, 22(1), pp. 221-241. http://dx.doi.org/10.5944/ ried.22.1.22079
Cebrian, M. (2011). Los ePortafolios en la supervisión del Practicum: modelos pedagógicos y soportes tecnoloógicos. Profesorado, Revista de Curriculum y formación de profesorado, 15(1), 91-107. Recuperado de http://www.ugr.es/~recfpro/rev151ART6.pdf
Cervantes, V. H. (2005). Interpretación del coeficiente Alpha de Crombach. Avances en Medición, 3, 9-28. Recuperado desde https://dialnet.unirioja.es/servlet/articulo?codigo=2300092 UTE. Revista de Ciències de l’Educació Monogràfic 2020. Pàg. 82-100 El aprendizaje autorregulado en el PLE a través de una estrategia didáctica basada en portafolios con blogs y microblogs
Chaves-Barboza, E., Trujillo-Torres, J. M., Hinojo-Lucena, F. J., y Cáceres-Reche, P. (2019). Personal Learning Environments (PLE) on the bachelor’s degree in early education at the University of Granada. In P. Novais et al., (Eds.), ISAmI 2018 (pp. 381-388). https://doi.org/10.1007/978-3-030-01746-0_45
Cedeño, N. (2012). La investigación mixta, estrategia andragógica fundamental para fortalecer la capacidades intelectuales superiores. Res Non Verba, 2(2), 17-36. Recuperado de http://biblio.ecotec.edu.ec/revista/edicion2/revista_completa.pdf#page=18
Chawinga, W. D. (2017). Taking social media to a university classroom: teaching and learning using Twitter and blogs. IJETHE, 14(3). https://doi.org/10.1186/s41239-017-0041-6
Cho, K., y Cho, M. H. (2013). Training of self-regulated learning skills on a social network system. Social Psychology of Education, 16(4), 617-634. https://doi.org/10.1007/s11218-013-9229-3
Cohen, L., Manion, L., y Morrison, K. (2007). Research Methods in Education. London: Routledge.
Creswell, J., y Clarck, P. (2007). El diseño y la realización de la investigación de métodos mixtos. Nueva York: The Guilford press.
Cobos-Sanchiz, D., Lopez-Meneses, E., y Llorent- Vaquero, M. (2016). Proposal for Didactic Innovation with Electronic Portfolios in Blog Format: A Case Study at a University. Form. Univ., 9(6), 27-42. http://dx.doi.org/10.4067/S0718-50062016000600004.
Dabbagh, N., y Castaneda, L. (2020). The PLE as a framework for developing agency in lifelong learning. Education Technology Research and Development, 68(5). https://doi.org/10.1007/s11423-020-09831-z
Dabbagh, N., y Kitasantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. Internet and Higher Education, 15, 3-8. https://doi.org/10.1016/j.iheduc.2011.06.002
Dabbagh, N. y Kitsantas, A. (2013). The role of social media in self-regulated learning. International Journal of Web Based Communities, 9(2), 256-273. https://doi.org/10.1504/IJWBC.2013.053248
Dippold, D. (2009). Peer feedback through blogs: Student and teacher perceptions in an Advanced German class. ReCALL- European Association for Computer Assisted Language Learning, 21(1), 18-36. https://doi.org/10.1017/S095834400900010X
Elia, G., y Poce, A. (2010). Future trends for “i-Learning” Experiences. En G. Elia y A. Poce (Eds.), Open Networked "i-Learning" (pp.133-157). Springer: Boston. https://doi.org/10.1007/978-1-4419-6854-8
Flick, U. (1998). An Introduction to Qualitative Research. London: Sage.
Fiedler, S. H., y Väljataga, T. (2020). Modeling the personal adult learner: the concept of PLE re-interpreted. Interactive Learning Environments, 28(6), 658-670.
García-Martínez, J.-A., González-Sanmamed, M., y Muñoz-Carril, P.-C. (2020). Entornos personales de aprendizaje: un estudio comparativo entre profesores costarricenses en formación y en ejercicio. Estudios sobre educación, (39), 135-157. https://doi.org/10.15581/004.39.135-157 Gemma Tur, Urith Ramírez-Mera UTE. Revista de Ciències de l’Educació Monogràfic 2020. Pàg. 82-100
Korhonen, A.-M., Ruhalahti, S., y Veermans, M. (2018). The online learning process and scaffolding in student teachers’ personal learning environments. Education Inf Technol, 24, 755-779. https://doi.org/10.1007/s10639-018-9793-4
Kramarski, B., y Michalsky, T. (2010). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20(5), 434-447. http://dx.doi.org/10.1016/j.learninstruc.2009.05.003
Krippendorp, K. (2004). Content Analysis: An Introduction to its Methodology. Thousand Oaks, CA: Sage.
Kühn, C. (2017). Are Students Ready to (re)-Design their Personal Learning Environment? The Case of the E-Dynamic.Space. Journal of New Approaches in Education Research, 6(1), 11-19. http://dx.doi.org/10.7821/naer.2017.1.185
Hatzipanagos, S., y Warburton, S. (2009). Feedback as dialogue: exploring the links between formative assessment and social software in distance learning. Learning, Media and Technology, 34(1), 45-59. http://dx.doi.org/10.1080/17439880902759919
Marín, V. I. (2020). Research-based learning in education studies: Design inquiry using group e-Portfolios based on blogs. Australasian Journal of Educational Technology, 36(1), 1-20. https://doi.org/10.14742/ajet.4523
Marín, V., Salinas, J., y de Benito, B. (2013). Research results of two personal learning environments experiments in a higher education institution. Interactive learning environments, 22, 205-220. http://dx.doi.org/10.1080/10494820.2013.788031
Marín, V.I. y Tur, G. (2014). Student Teachers’ Attitude towards Twitter for Educational Aims. Open Praxis, 6(3), 275-285. http://dx.doi.org/10.5944/openpraxis.6.3.125
Martínez, C., Nocito, G., y Ciesielkiewicz, M. ( 2015). Blogs as a Tool for the Development of Self-Regulated Learning Skills: A Project. American Journal of Educational Research, 3(1), 38-42. Recuperado de http://pubs.sciepub.com/education/3/1/8
Mayring, P. (2004) Qualitative content analysis. En U. Flick, E. von Kardoff y I. Steinke (Eds.), A Companion to Qualitative Research (pp.266-269). London: Sage.
Nkwenti, M. (2016). Design and development of a personal learning environment for corporate Self-regulated learning. Journal of computer and communications, 4, 1-9. http://dx.doi.org/10.4236/jcc.2016.44001
Panagiotidis, P. (2012). Personal Learning Environments for languages learning. Social Technologies, 2(2), 420-440. Recuperado desde http://bit.ly/2JyfeKE
Perera, U., y Gardner, L. (2017). Longitudinal Analysis of Reciprocal Relationships between Digital Literacy and Self-Regulated Learning within Personal Learning Environments. En PACIS 2018 Proceedings. Recuperado desde https://aisel.aisnet.org/pacis2018/157
Pérez‐Garcias, A., Marín, V.I. y Tur, G. (2018). Information Management Tools for the Development of Self-Regulated Learning Skills in Pre-service Teacher Education. @tic revista d’innovació educativa, 21, 10-18. https://doi.org/10.7203/ attic.21.12134 UTE. Revista de Ciències de l’Educació Monogràfic 2020. Pàg. 82-100 El aprendizaje autorregulado en el PLE a través de una estrategia didáctica basada en portafolios con blogs y microblogs
Pozos, K., y Tejeda, J. (2018). Competencias Digitales en Docentes de Educación Superior. Niveles de Dominio y Necesidades Formativas. RIDU, 12(2), 59-87. http://dx.doi.org/10.19083/ridu.2018.712
Ramírez-Mera, U. y Tur, G. (2019). Seguridad y fiabilidad en la gestión de la información de los entornos personales de aprendizaje (PLE) en la Educación Superior. EDUTEC, 70, 18-33. https://doi.org/10.21556/edutec.2019.70.1435
Romero, L., Saucedo, C., Caliusco, M. L., y Gutiérrez, M. (2019). Supporting self-regulated learning and personalization using ePortfolios: a semantic approach based on learning paths. International Journal of Education Technology Higher Education, 16. https://doi.org/10.1186/s41239-019-0146-1
Sabariego, M., Massot, I., y Dorio, I. (2009). Métodos de la investigación cualitativa. En R. Bisquerra (Coord.), Metodología de la investigación educativa (pp. 275-292). Madrid: La Muralla S.A.
Soria, V., y Carrió, M. (2016). Pedagogías disruptivas para la formación inicial de profesorado: usando blogs como e-portafolio. Profesorado, revista de Curriculum y formación del profesorado, 20(2), 382-398. Recuperado de https://recyt.fecyt.es/index.php/profesorado/article/view/52112/31794
Torrado, M. (2009). Estudios de encuentra. En R. Bisquerra (Coord.), Metodología de la investigación educativa (pp. 231-258). Madrid: La Muralla S.A
Torres, R., Edirisingha, P., Canaleta, X., Alsina, M., y Monguet, J. M. (2019). Personal Learning Environments base don Web 2.0 services in higher education. Telematics and informatics, 38, 194-206. https://doi.org/10.1016/j.tele.2018.10.003
Tur, G., Marín, V. I. y Carpenter, J. (2017). Using Twitter in Higher Education in Spain and the USA [Uso de Twitter en educación superior en España y Estados Unidos]. Comunicar, 51. https://doi.org/10.3916/C51-2017-02
Tur, G; Urbina, S. (2016). La colaboración en eportafolios con herramientas de la Web 2.0 en la formación docente inicial. Cultura y Educación: Culture and Education28(3), 601-632. https://doi.org/10.1080/11356405.2016.1203528
Wilson, N., y McLean, S. (1994). Questionnaire Design: A Practical Introduction. Newtown Abbey: University of Ulster Press.
Yen, C.-J., Tu, C.-H., Sujo-Montes, L., y Sealander, K. (2016). A predictor for PLE management: Impacts of self-regulated online learning on students’ learning skills. Journal of Educational Technology Development & Exchange, 9(1), 29-48.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
Zubizarreta, J. (2009). The learning portfolio. San Francisco: Anker.
