Personal learning environments and self-regulated learning

Research output: Chapter in Book/Report/Conference proceedingChapter

4 Scopus citations

Abstract

Personal Learning Environment (PLE) a new concept for effective teaching and learning? Shouldn’t learning always be personalized and individualized? How may digital technology enhance PLE? Web 2.0 has become synonymous with a more interactive, open, networked, and collaborative Internet for learning. Mott (2010) argued that many educators consider the Learning Management System (LMS) as being too infl exible because it is a closed system and they are turning to Web 2.0 for tools to support their communication, productivity, and collaboration needs. Therefore, educators have replaced the LMS with Web 2.0 tools, blogs, wikis, social networking sites, Twitter, Google Apps, and other Web-based applications to enhance teaching and learning. Siemens and Matheos (2010) suggested that learners currently have more freedom to access, create, and recreate their learning contents, opportunities, and environments upon which to interact outside the institutional learning system. Educators who focus on the “social,” “open,” and “network” aspects have integrated multiple Web 2.0 technologies as the best strategy for learning (Dede, 2008) and supporting their existing online instructions. The integration of multiple Web 2.0 tools (i.e., multi-tools platform) has been recognized as an instructional tool with autonomy, diversity, openness, and connectedness (Van Harmelen, 2006).

Original languageEnglish (US)
Title of host publicationMedia Rich Instruction: Connecting Curriculum to All Learners
PublisherSpringer International Publishing
Pages35-48
Number of pages14
ISBN (Print)9783319001524, 9783319001517
DOIs
StatePublished - Jan 1 2014

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ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Tu, C-H., Yen, C. J., & Sujo-Montes, L. E. (2014). Personal learning environments and self-regulated learning. In Media Rich Instruction: Connecting Curriculum to All Learners (pp. 35-48). Springer International Publishing. https://doi.org/10.1007/978-3-319-00152-4_3