Preservice Teachers' Perception and Use of Personal Learning Environments (PLEs)

Autor/inn/en	Sahin, Sami; Uluyol, Çelebi
Titel	Preservice Teachers' Perception and Use of Personal Learning Environments (PLEs)
Quelle	In: International Review of Research in Open and Distributed Learning, 17 (2016) 2, S.141-161 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Foreign Countries; Preservice Teachers; Student Teacher Attitudes; Technology Uses in Education; Web 2.0 Technologies; Electronic Publishing; Shared Resources and Services; Educational Environment; Case Studies; Public Colleges; Attitude Measures; Likert Scales; Use Studies; Factor Analysis; Factor Structure; Usability; Correlation; Gender Differences; Validity; Reliability; Student Surveys; Virtual Classrooms; Preferences; Turkey + Suchen Sie Ihr Suchwort? Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elektronisches Publizieren; Gemeinwirtschaft; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Case study; Fallstudie; Case Study; Likert-Skala; Benutzerschulung; Faktorenanalyse; Faktorenstruktur; Korrelation; Geschlechterkonflikt; Gültigkeit; Reliabilität; Schülerbefragung; Türkei
Abstract	Personal learning environments (PLEs) are Web 2.0 tools and services by which users' access, construct, manage, and share educational contents in order to meet their learning needs. These environments enable users to manage their learning according to their own personal preferences. They further promote socialization and collaboration with their broad user networks and interaction facilities. In this study, with a case sample from a public university in Turkey, student teachers' PLE use and their perceptions regarding these environments are examined. For data collection, the PLE Perception Scale and PLE Use Scale developed by the researchers were used. It was observed that all participants used various PLEs and found them easy and practical on the whole. However, it was found that this utilization mostly had the aim of access and sharing knowledge in learning, while use of constructing and managing it remained limited. Emailing, social networking, file sharing, video sharing, Internet searching, and social encyclopedias were found most commonly used PLEs. Our findings also show that gender and grade level do not have an effect on the perception and use of PLEs. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01