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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?



Research Method

Instrument

Online survey Google Forms

Participant

Learners in higher education



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%



Findings Assessing User Literacy



Findings Web 2.0 Apps Preference



Findings Web 2.0 Literacy



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




When you encounterproblem in a topic during

learning, you prefer to


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


15 11 9 6 6 5 5 5 2 2 1




Given an assignment to write, doyou prefer to


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




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




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




If it's not part of courserequirement, are you


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


31 15 7 6 3 2 1 1 1

i di i f




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



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.

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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

pre presentation - 27sep11

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