PRE Presentation - 27sep11

PostGraduate Research Excellence Symposium (PGReS) 2011
Personal Learning Environment: Are Learners Ready for Learning Autonomy?

Lim Shen Huoy WGA090005
PostGraduate Research Excellence Symposium 2011, Faculty of Computer Science and Information
Presentation Outlines
Introduction Toward Personal Learning Environment (PLE) in higher education Research method Findings Discussion Conclusion
Introduction
Problem Statement Learning Management System (LMS) is ineffective to accommodate diverse learning needs Learning is individual experience
Introduction
Limitations of LMS Unidirectional knowledge creation Limited communication Lack of collaboration the social element Learning ends with semester
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
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
Research Method Research Question: Are learners ready for learning autonomy? Survey Purpose Assessing learners literacy in using Web 2.0 applications Assessing learners preference in learning process
Research Method
Instrument Online survey Google Forms Participant Learners in higher education
Findings - Demographics
Mode of Study Undergraduate Coursework Coursework & Dissertation Dissertation Total Respondents 13 7 2 22 20% 10% 3% 33% Program of Study Master 4 16 7 27 6% 24% 10% 40% 0 1 17 18 PhD 0% 2% 25% 27% Total Respondents 17 24 26 67 25% 36% 39% 100%
Findings Assessing User Literacy
Findings Web 2.0 Apps Preference
Findings Web 2.0 Literacy
Findings Learning Preference

When a new topic is introduced to you, do you 1 - need the educator to explain/discuss 2 - find out more on your own % Total Combination of preference according to respondents selection
43%
29
90%
60
3 - discuss the topic with peers/experts online 4 - other
39%
26
2%
Total respondents according to their preference
22
13
12
12

When you encounter problem in a topic during learning, you prefer to 1 - seek explanation from the educator 2 - discuss about it with peers 3 - search the Web for more information about the topic 4 - search and join online discussion about the topic 5 - other Total respondents according to their preference % Total Combination of preference according to respondents selection
42% 52% 85% 25% 0%
28 35 57 17 0 15 11

Given an assignment to write, do you prefer to 1 - write assignment on word processor & sent it to educator 2 - write assignment as blog post 3 - collaborate with peers in a wiki 4 - make video and share it online 5 - other Total respondents according to their preference % 82% 22% 16% 1% 0% Total Combination of preference according to respondents selection 55 15 11 1 0 46 6 5 3 2 2 2 1

When you are required to do a presentation, do you prefer % Total Combination of preference according to respondents selection 57
1 - present in a physical classroom to own 85% peers & educator 2 - present in virtual room using web conferencing 3 - share presentation slides online to greater audience 4 - other 18%
12
21%
14
1%
45

When you want to ask % Total Combination of preference according to respondents a question, do you selection prefer 1 - asking question in a 39% 26 classroom (full of audience) 2 - asking question after 64% 43 class (individually) 3 - asking question through email 55% 37 23
4 - asking question 34% through Web 2.0 applications if provided 5 - other Total respondents according to their preference 0%
0 11 8 7 6 6 6 5 4 3 3 2 2 2 2

If it's not part of course requirement, are you 1 - interested to know more by continue own learning % Total Combination of preference according to respondents selection
81%
54
2 - interested to maintain the 48% peers/experts network to stay upto-date 3 - interested to contribute knowledge by writing blog post/comment 4 - other 31%
32
21
3%
31
15

Do you prefer to learn in a course that 1 - has clear instruction on learning activities required to achieve learning goal(s) 2 - has limited instruction from educator on the learning activities and you are free to explore new learning activity to learn and achieve the learning goal(s) 3 - has no instruction from educator on learning activities and you have to set your own learning activities to learn and achieve the learning goal(s) Total respondents 47 Total Undergraduate Master PhD
70%
17
77%
20
74%
10
56%
18
27%
18%
26%
39%
3%
5%
0%
5%
67
100%
22
33%
27
40%
18
27%
Findings Learners Views
Able to connect with teachers and peers increase the interaction with the people who you learn from. Make the process of learning easier and simple to share and understand. It creates paper-less world and help to share information and knowledge with people who are far. Its all about control in my time and my space.
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.
Discussion Are learners ready for learning autonomy? 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
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
Q&A
Thank You

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PostGraduate Research Excellence Symposium (PGReS) 2011

Personal Learning Environment: Are Learners Ready for Learning Autonomy?

Toward PLE in Higher Education

Instrument Online survey Google Forms Participant Learners in higher education

Findings Assessing User Literacy

Findings Web 2.0 Apps Preference

Findings Web 2.0 Literacy

Findings Learning Preference

3 - discuss the topic with peers/experts online 4 - other

Total respondents according to their preference

Findings Learning Preference

42% 52% 85% 25% 0%

Findings Learning Preference

Findings Learning Preference

Total respondents according to their preference

Findings Learning Preference

Findings Learning Preference

Total respondents according to their preference

Findings Learning Preference

Findings Learners Views

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