pre presentation - 27sep11
TRANSCRIPT
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PostGraduate Research Excellence Symposium 2011, Faculty of Computer Science and Information
PostGraduate Research Excellence
Symposium (PGReS) 2011
Personal Learning Environment:
Are Learners Ready for Learning Autonomy?
Lim Shen Huoy
WGA090005
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Presentation Outlines
Introduction
Toward Personal Learning Environment (PLE) in
higher education
Research method
Findings
Discussion
Conclusion
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Introduction
Problem Statement
Learning Management System (LMS) is
ineffective to accommodate diverse learning needs
Learning is individual experience
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Introduction
Limitations of LMS
Unidirectional knowledge creation
Limited communication
Lack of collaboration the social element
Learning ends with semester
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Introduction
Research Aim
To investigate, design and develop a Personal
Learning Environment (PLE) that encourages
learner autonomy to bridge the gap between
formal and informal learning
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Toward PLE in Higher Education
Aims of PLE
Take advantage of Web 2.0 applications
Give learners control in learning process and
tools Encourage active & social participation
Promote self-regulation & lifelong learning
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Research Method
Survey Purpose
Assessing learners literacy in using Web 2.0applications
Assessing learners preference in learning process
Research Question:
Are learners ready for learning autonomy?
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Research Method
Instrument
Online survey Google Forms
Participant
Learners in higher education
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Findings - Demographics
Mode of Study Program of Study
Undergraduate Master PhD TotalRespondents
Coursework 13 20% 4 6% 0 0% 17 25%
Coursework &Dissertation
7 10% 16 24% 1 2% 24 36%
Dissertation 2 3% 7 10% 17 25% 26 39%
Total Respondents 22 33% 27 40% 18 27% 67 100%
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Findings Assessing User Literacy
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Findings Web 2.0 Apps Preference
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Findings Web 2.0 Literacy
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Findings Learning Preference
When a new topic isintroduced to you, do you
% Total Combination of preference according torespondents selection
1 - need the educator toexplain/discuss
43% 29
2 - find out more on your own 90% 60
3 - discuss the topic withpeers/experts online
39% 26
4 - other 2% 1
Total respondents according totheir preference
22 13 12 12 5 2 1
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Findings Learning Preference
When you encounterproblem in a topic during
learning, you prefer to
% Total Combination of preference according torespondents selection
1 - seek explanation from theeducator
42% 28
2 - discuss about it with peers 52% 35
3 - search the Web for moreinformation about the topic
85% 57
4 - search and join onlinediscussion about the topic
25% 17
5 - other 0% 0
Total respondents according totheir preference
15 11 9 6 6 5 5 5 2 2 1
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Findings Learning Preference
Given an assignment to write, doyou prefer to
% Total Combination of preference according torespondents selection
1 - write assignment on wordprocessor & sent it to educator
82% 55
2 - write assignment as blog post 22% 15
3 - collaborate with peers in a wiki 16% 11
4 - make video and share it online 1% 1
5 - other 0% 0
Total respondents according to theirpreference
46 6 5 3 2 2 2 1
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Findings Learning Preference
When you are required to do apresentation, do you prefer
% Total Combination of preference accordingto respondents selection
1 - present in a physical classroom to ownpeers & educator
85% 57
2 - present in virtual room using webconferencing
18% 12
3 - share presentation slides online togreater audience
21% 14
4 - other 1% 1
Total respondents according to theirpreference
45 6 5 5 4 1 1
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Findings Learning Preference
When you want to aska question, do youprefer
% Total Combination of preference according to respondentsselection
1 - asking question in aclassroom (full ofaudience)
39% 26
2 - asking question afterclass (individually)
64% 43
3 - asking questionthrough email
55% 37
4 - asking questionthrough Web 2.0applications if provided
34% 23
5 - other 0% 0
Total respondentsaccording to theirpreference
11 8 7 6 6 6 5 4 3 3 2 2 2 2
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Findings Learning Preference
If it's not part of courserequirement, are you
% Total Combination of preference according torespondents selection
1 - interested to know more bycontinue own learning
81% 54
2 - interested to maintain thepeers/experts network to stay up-to-date
48% 32
3 - interested to contributeknowledge by writing blogpost/comment
31% 21
4 - other 3% 2
Total respondents according totheir preference
31 15 7 6 3 2 1 1 1
i di i f
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Findings Learning Preference
Do you prefer to learn in acourse that
Total Undergraduate Master PhD
1 - has clear instruction onlearning activities required toachieve learning goal(s)
47 70% 17 77% 20 74% 10 56%
2 - has limited instruction fromeducator on the learning
activities and you are free toexplore new learning activity tolearn and achieve the learninggoal(s)
18 27% 4 18% 7 26% 7 39%
3 - has no instruction fromeducator on learning activities
and you have to set your ownlearning activities to learn andachieve the learning goal(s)
2 3% 1 5% 0 0% 1 5%
Total respondents 67 100% 22 33% 27 40% 18 27%
i di i
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Findings Learners Views
Make the process oflearning easier and
simple to share and
understand.
It creates paper-less
world and help toshare information and
knowledge with
people who are far.
Its all about control -
in my time and my
space.
Able to connect with
teachers and peers
increase the interaction with
the people who you learn
from.
Unsure about where
to start...
distrust certain
types of applications
i.e. Wikipedia
because of their often
unreliable content
Web 2.0 allows sharing and
exposure to enormous
information Users need to
be wise & selective on the
information that is needed.
Di i
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Discussion
Scaffolding is essential
Web 2.0 applications as potential learning tools Change of learning process and tools
Change of role prosumer
Selective or filtering of information
Are learners ready for learning autonomy?
C l i
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Conclusions
Learners are moving toward learning autonomy
Willingness to learn with encouragement
Educators adoption of Web 2.0 is important Benefits of Web 2.0 in teaching & learning
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P tG d t R h E ll S i 2011 F lt f C t S i d I f ti
Thank You
Q & A