Personal Learning Environments (PLEs) in a Distance Learning Course on Mathematics Applied to Business

Autor/inn/en	Bidarra, Jose; Araujo, Joao
Titel	Personal Learning Environments (PLEs) in a Distance Learning Course on Mathematics Applied to Business
Quelle	In: European Journal of Open, Distance and E-Learning, 16 (2013) 1, S.141-152 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1027-5207
Schlagwörter	Foreign Countries; Distance Education; Educational Environment; Virtual Classrooms; Instructional Design; Online Courses; Large Group Instruction; Class Size; Web 2.0 Technologies; Cognitive Style; Questionnaires; Online Surveys; Integrated Learning Systems; Synchronous Communication; Social Networks; Mathematical Applications; Business Administration Education; College Students; Portugal + Suchen Sie Ihr Suchwort? Ausland; Distance study; Distance learning; Fernunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lesson concept; Lessonplan; Unterrichtsentwurf; Online course; Online-Kurs; Klassengröße; Cognitive styles; Kognitiver Stil; Fragebogen; Social network; Soziales Netzwerk; Angewandte Mathematik; Innermathematische Anwendung; Collegestudent
Abstract	This paper argues that the dominant form of distance learning that is common in most e-learning systems rests on a set of learning devices and environments that may be outdated from the student's perspective, namely because it is not supportive of learner empowerment and does not facilitate the efforts of self-directed learners. For this study we gathered and examined data on student's use of Personal Learning Environments (PLEs) within a course on Mathematics Applied to Business offered by the Portuguese Open University (Universidade Aberta). We base the discussion on aspects that characterize student's conceptions of PLEs, the emergence of connectivism as a new account of how learning occurs in a networked global environment, and conclude that an important goal of online course design should be to let students explore what the emergent Web 2.0 tools have to offer in distance learning. The widespread adoption of PLEs, bringing together learning from different contexts and sources of learning, shows that students are capable of expression in different forms, generating an added-value to distance learning environments. (As Provided).
Anmerkungen	European Distance and E-Learning Network. Available from: EDEN Secretariat, c/o Budapest University of Technology and Economics, Egry Jozsef u 1, H-1111, Hungary. Tel: +36-1-463-1628; Fax: +36-1-463-1858; e-mail: secretariat@eurodl.org; Web site: http://www.eurodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10