Use of an Institutional Personal Learning Environment to support learning actions in Higher Education
Use of an Institutional Personal Learning Environment to support learning actions in Higher Education
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利用机构个人学习环境支持高等教育中的学习行动
DOI：
10.5380/atoz.v5i1.46937
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Victoria I. Marín
中科院分区：
文献类型：
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作者：
L. P. Cascante;J. Salinas;Victoria I. Marín
简介：本文介绍了一个试点的经验，使用机构的个人学习环境（iPLE），其目的是描述的概念，设计和开发的iPLE，以及确定用户如何接近iPLE，并确定的结构的个人学习环境（PLEs）设计的学生。方法：该网络支持卡萨格兰德大学（瓜亚基尔，厄瓜多尔）社会科学和教育研究专业的毕业生制定他们的最后硕士项目，并支持其他有兴趣建立和使用该网络的人。实验数据来源包括学习成绩、虚拟教室设计、学生建立的PLEs、使用和访问iPLE的统计数据以及向参与者发放的问卷。结果如下：初步结果使研究小组报告的iPLE的学生不仅作为研究工作的支持，而且还提供了一个模型的建设PLEs的良好接受。此外，调查问卷显示，iPLE用户对环境的可用性评价很高，并感到很高的满意度。结论：结论指出了不同的研究线相关的iPLE，如使用一个iPLE的证据组合和学生，同伴和教师之间的互动或定制的iPLE通过使用技术和教学学习资源。
Introduction: This paper presents a pilot experience on the use of an Institutional Personal Learning Environment (iPLE) which aimed to describe the conception, design and development of the iPLE, as well as to determine how users approached the iPLE, and to identify the structure of the Personal Learning Environments (PLEs) designed by students. Method: The iPLE supported graduated students - specialized on research for social sciences and education –of the University Casa Grande (Guayaquil, Ecuador) - in the development of their final master projects and to support other people interested in building and using a PLE. The experiment data sources included academic records, virtual classrooms design, the very PLEs built by the students, statistics of use and access to the iPLE; and a questionnaire held to the participants. Results: The initial results allow the research team to report a favorable acceptance of the iPLE by the students not only as a support for research work, but also to provide a model for the construction of PLEs. In addition, the questionnaire shows that the users of the iPLE rated the environment as having high usability and felt a high grade of satisfaction. Conclusions: The conclusions point out different lines of research related to iPLEs, such as use an iPLE as portfolio of evidence and interaction among students, peers and teachers or the customization of an iPLE by using technological and teaching learning resources.