Preservice teachers’ attitudes toward Web 2.0 personal learning environments (PLEs): Considering the impact of self-regulation and digital literacy

Lim, Jieun; Newby, Timothy J.

doi:10.1007/s10639-021-10432-3

Cited by 17 publications

(24 citation statements)

References 44 publications

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“…The findings revealed that most of the preservice teachers recognised and valued the benefits of using Web 2.0 tools, a finding supported by previous research concerning the pedagogical rationale (Alsmari, 2019;Lim & Newby, 2021;McLoughlin & Lee, 2010;Newland & Byles, 2014).…”

Section: Discussionsupporting

confidence: 75%

Learning mediation via Web 2.0 tools in the context of school health and safety

Kamali,

Yavuz,

Tabak

2022

Istraživanja u pedagogiji

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This collaborative project-based learning (CPBL) study concerns the design and development of educational material set by preservice teachers. During the study, Web 2.0 technologies were used as tools to support collaborative knowledge construction in terms of school health and safety. Based on the purpose of the study, mixed method was employed. Qualitative results indicated that CPBL was an appropriate choice for studies aiming to increase awareness and knowledge in a special context. Preparing an educational material set with a wide variety of Web 2.0 tools based on predetermined criteria through CPBL strategy can enable participants to enhance their problem-solving and critical-thinking skills. Moreover, CPBL was effective in increasing the participants' motivation and self-regulation towards technology learning.

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Section: Discussionsupporting

confidence: 75%

Learning mediation via Web 2.0 tools in the context of school health and safety

Kamali,

Yavuz,

Tabak

2022

Istraživanja u pedagogiji

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“…The term digital competence is not a new concept, and its meaning has changed over time [ 1 ]. Nowadays, it refers to a set of technical-processual, cognitive, and socioemotional skills needed to live, learn, and work in a digital society [ 2 ].…”

Section: Introductionmentioning

confidence: 99%

Digital Competence, Use, Actions and Time Dedicated to Digital Devices: Repercussions on the Interpersonal Relationships of Spanish Adolescents

Ángel

Rubio

Ramos

et al. 2022

IJERPH

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Digital media play a fundamental role in the social, emotional, and cognitive development of adolescents, since they involve a very significant use and investment of time at this age. The objectives of this work are twofold: analyze the use of the Internet and digital devices by Spanish young people outside school, and the time they use them and their attitude towards the use of digital devices, as well as to identify the effects of the use of internet and digital devices on social and interpersonal relationships. The sample is composed of 35,943 students of Compulsory Secondary Education, from different Spanish high schools that participated in the PISA 2018 Report. The data provided by this study confirm the widespread consumption of digital devices. Identified as actions that they carry out every day were: the use of online chat, use of social networks to contact their friends, and surfing the internet for fun. Regarding the attitude towards digital devices, the participants say they feel comfortable using digital devices and discovering new applications or games. However, we also found as one of the most relevant results of this study the fact that participants say they feel bad if they do not have internet connection.

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“…Digital technologies create favourable conditions for developing an interactive learning environment. They ensure information exchange, improve non-verbal communication and positive perception of information by students as well as benefit learning effectiveness (Lim et al 2021). The use of online educational platforms to optimise the learning process and its full implementation is characterised by relevance (Chen, Xia, and Jia 2020).…”

Section: Introductionmentioning

confidence: 99%

“…The Web 2.0 tool was used to examine the personal learning environment based on instrumental literacy, metacognition self-regulation, planning and time management (a key role). All of these factors have a predictive effect on students (Lim and Newby 2021).…”

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confidence: 97%

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The impact of online learning technology on self-regulation and student success

Makhno

Kireeva

Shurygin

2022

Research in Learning Technology

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The research purpose is to analyse the self-regulation of students who use the massive open online course (MOOC) technology to learn the exact sciences. The sample included 252 students: females were 47%, and males were 53%. The average age of students was 20.08 ± 0.72. The students were divided into two groups: group 1 consisted of students who learnt the Digital singular (nano) optics course online using the MicrosoftTeams platform with teacher’s support; group 2 consisted of students who learnt the MOOC course individually. The relationships between self-regulation and academic success were also analysed. The research found that the overall level of self-regulation of students using MOOCs was 40% higher. In students who learnt online using the MicrosoftTeams, the level of self-regulation was average and amounted to 24.96 ± 1.32. In students who learnt the course based on the MOOC technology, the level of self-regulation was high and amounted to 35.02 ± 1.44 (p < 0.05). The research of self-regulation shows higher results among the students who learnt using MOOCs platforms: flexibility – 46%, planning – 23% and results assessment – 15%; modelling and programming were no different. The average success score of students after learning the course on the MicrosoftTeams platform was 3.83 ± 0.36, and in the MOOC group, it was 4.43 ± 1.89.

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Preservice teachers’ attitudes toward Web 2.0 personal learning environments (PLEs): Considering the impact of self-regulation and digital literacy

Cited by 17 publications

References 44 publications

Learning mediation via Web 2.0 tools in the context of school health and safety

Learning mediation via Web 2.0 tools in the context of school health and safety

Digital Competence, Use, Actions and Time Dedicated to Digital Devices: Repercussions on the Interpersonal Relationships of Spanish Adolescents

The impact of online learning technology on self-regulation and student success

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