Personalised learning networks in the university blended learning context

Han, Feifei; Ellis, Robert A.

doi:10.3916/c62-2020-02

Cited by 23 publications

(29 citation statements)

References 29 publications

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“…Personalisation affects the quality and cost of education (Iatrellis et al, 2020). Personalisation of information behaviour in the digital learning environment is one of the problems of education (Han and Ellis, 2020). Personalisation requires simultaneous consideration of many factors, e.g., risks of dripping out (Xing and Du, 2019), need for emotional support, and behavioural regulation (Zojaji and Peters, 2019).…”

Section: Discussionmentioning

confidence: 99%

A Study of Students’ Preferences in The Information Resources of The Digital Learning Environment

2021

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The digital learning environment comprises various resources - didactically transformed and untransformed information, and mediated communication. Students’ information behaviour combines both actions characteristic of the traditional educational process and specific for the digital environment, based on digital tools and user interactions. Students’ information behaviour in the digital environment is considered as an indicator of their engagement in various educational activities that contribute to the personalisation of learning. The results of a survey on students’ preferences of information resources in the digital environment show that learners use a variety of information sources, but they mainly apply the methods of work in the “traditional” learning paradigm. They insufficiently use the digital environment potential of collaboration, knowledge exchange, and knowledge extraction from authentic sources. Obtained data indicates problems in students’ information culture and shortcomings in the methodological support of students’ autonomous work. Based on the results, recommendations on creating conditions for developing students’ prospective strategies of interaction with digital resources are proposed. These recommendations include a gradual increase of the authentic digital learning resources, an account of students’ information preferences, and a particular attention to the management issues in the digital learning environment.

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Section: Discussionmentioning

confidence: 99%

A Study of Students’ Preferences in The Information Resources of The Digital Learning Environment

2021

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“…Student approaches to learning (SAL) research identifies factors that can explain variations in students' learning outcomes. This body of research has consistently shown that approaches to learning and perceptions of learning are logically related to each other and are also significantly associated with students' learning outcomes across multiple disciplines, such business (3), social sciences (5), sciences (6), and engineering (7). A key insight from SAL research is that students in the same learning context and course can report contrasting experiences (8).…”

Section: Student Approaches To Learning Research and Self-reported Learning Experiencementioning

confidence: 99%

Explaining medical students’ learning outcomes in blended course designs: combining self-reported and observational learning experiences

Han

Ellis

2022

Advances in Physiology Education

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Blended course designs have been increasingly adopted in medical education. However, research on the relations between the key aspects of students' learning experience and their learning outcomes often only measure students' self-reported experience, neglecting what they actually do in learning. This study combined both self-reported and observational measures of students' learning experiences and examined the relations between the two sets of measures and their contributions to learning outcomes. Australian medical students were asked to report their approaches to, and perceptions of, learning. Their frequency and duration of their interactions with both online formative and summative tasks were observed and recorded. Correlation analyses showed that the learning outcomes was positively related to deep approaches to using online technologies and duration of interactions with online summative tasks. The hierarchical multiple regression analysis found that the self-reported approaches and duration of interactions jointed explained the learning outcomes, accounting for 6% of the variance. The study demonstrated the complementary nature of using both self-reported and observational measures of students' learning experiences to explain the learning outcomes in blended course designs.

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“…De este modo, como relatábamos en líneas previas, el paradigma ecológico se basa en un constructo todavía en estado embrionario y, consecuentemente, poco estudiado en el ámbito del aprendizaje (Han y Ellis, 2020). A pesar de ello, las EdA se presentan como un marco de análisis eficaz para el estudio de procesos complejos y multidimensionales, como es el caso del desarrollo profesional docente (p.e.…”

Section: Introductionunclassified

Oportunidades de aprendizaje y formación docente: una mirada desde las Ecologías de Aprendizaje

Souto-Seijo

Estévez

Sande

2021

ESXXI

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Una de las características más relevantes de la Sociedad de la Información y del Conocimiento es que el aprendizaje ya no solo tiene lugar en las instituciones formativas regladas, sino que también se halla en espacios no formales e informales. Las tecnologías digitales nos brindan la posibilidad de aprender en cualquier momento y en cualquier lugar, rompiendo las barreras espacio-temporales por lo que, actualmente, las experiencias de aprendizaje son ilimitadas. Así pues, el presente trabajo tiene como objetivo analizar cómo las diferentes oportunidades de aprendizaje y formación contribuyen al desarrollo profesional de los docentes. Esta investigación, de corte cualitativo, se ha desarrollado a través de la tradición de investigación de Estudio de Caso. Los participantes que conforman el caso son cuatro docentes de Educación Infantil de la provincia de A Coruña. La técnica de recogida de datos empleada ha sido la entrevista en profundidad. La información fue procesada mediante estrategias de análisis de contenido. Los resultados muestran que los docentes llevan a cabo múltiples actividades formativas para mantenerse actualizados, entre las que destacan los cursos que oferta la propia Administración educativa, a través de los Centros de Formación y Recursos, y las reuniones con otros profesionales. Las Ecologías de Aprendizaje se presentan como un marco útil desde el cual poder integrar y optimizar las diversas experiencias de aprendizaje, para entender de forma holística los diversos elementos que determinan el proceso de desarrollo profesional de los docentes del caso de estudio y el potencial de sus sinergias. One of the most relevant characteristics of the Information and Knowledge Society is the fact that learning no longer takes place merely in regulated training institutions, but also in non-formal and informal spaces. Digital technologies give us the possibility to learn at any time and in any place. This breaks space-time barriers generating learning experiences which nowadays are unlimited. Thus, the present work aims to analyse how the different learning and training opportunities contribute to the professional development of teachers. This qualitative piece of research adopted a case study design. The participants were four Early Childhood Education teachers from the province of A Coruña (Spain). Data were collected through in-depth interviews. The information was processed through content analysis strategies. The results show that teachers carry out multiple training activities to keep up-to-date including courses offered by the educational administration, through the Training and Resource Centres, and meetings with other professionals. Learning Ecologies are presented as a useful framework from which it is possible to integrate and optimize various learning experiences, understanding holistically the manyfold elements that determine the professional development of the four teachers in the case study and the potential of their synergies.

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Personalised learning networks in the university blended learning context

Cited by 23 publications

References 29 publications

A Study of Students’ Preferences in The Information Resources of The Digital Learning Environment

A Study of Students’ Preferences in The Information Resources of The Digital Learning Environment

Explaining medical students’ learning outcomes in blended course designs: combining self-reported and observational learning experiences

Oportunidades de aprendizaje y formación docente: una mirada desde las Ecologías de Aprendizaje

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