You are here:

Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning
ARTICLE

,

Internet and Higher Education Volume 15, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

A Personal Learning Environment or PLE is a potentially promising pedagogical approach for both integrating formal and informal learning using social media and supporting student self-regulated learning in higher education contexts. The purpose of this paper is to (a) review research that support this claim, (b) conceptualize the connection between PLE, social media, and self-regulated learning, and (c) provide a three-level pedagogical framework for using social media to create PLEs that support student self-regulated learning. Implications for future research in this area are provided.

Citation

Dabbagh, N. & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. Internet and Higher Education, 15(1), 3-8. Elsevier Ltd. Retrieved April 21, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2011.06.002

Keywords

View References & Citations Map

Cited By

  1. #SocialMediaEd: Perspectives on Teaching about and with Social Media in Higher Education

    Christine Greenhow, Michigan State University, United States; Benjamin Gleason, Iowa State University, United States; Daniel Krutka, University of North Texas, United States; Tonia Dousay, University of Idaho, United States; Jeff Carpenter, Elon University, United States

    Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 97–100

  2. Does the use of educational technology in personalized learning environments correlate with self-reported digital skills and beliefs of secondary-school students?

    Regina Schmid, Institute for Media and Schools, Switzerland; Dominik Petko, Institute of Education, Switzerland

    Computers & Education Vol. 136, No. 1 (July 2019) pp. 75–86

  3. Tracking e-learning through published papers: A systematic review

    Helena Rodrigues, Filomena Almeida, Vanessa Figueiredo & Sara L. Lopes, Instituto Universitário de Lisboa (ISCTE-IUL), Portugal

    Computers & Education Vol. 136, No. 1 (July 2019) pp. 87–98

  4. Blogs as an Effective Social Media Tool in Education

    Emad Abu-Shanab, Qatar University, Qatar; Nawzat Alsmadi, Yarmouk University, Jordan

    Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 367–373

  5. Self-Efficacy: a booster for pedagogical innovation

    Francesca Oddone

    Journal of e-Learning and Knowledge Society Vol. 12, No. 3 (Jun 22, 2016)

  6. Cloud Computing Applications and Services fostering Teachers’ Self-efficacy

    Francesca Oddone

    Journal of e-Learning and Knowledge Society Vol. 12, No. 2 (May 21, 2016)

  7. Next generation learning - Chuoagogy and technologies to transform lifelong learning

    Leslie Cordie & Michael Wooten, Auburn University, United States

    EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1378–1381

  8. Preservice Teachers’ Practices in Social Digital Curation: Towards Authentic Learning

    Rivka Gadot, Tel-Aviv University, Levinsky College of Education, The Open University of Israel, Israel; Alona Forkosh Baruch, Levinsky College of Education, Tel-Aviv University, Israel

    EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 942–949

  9. The Tipping Point: On Making Technological Innovation in the Higher Education Classroom the Norm

    Zarina Mariam Charlesworth, School of Management & Engineering Vaud, HES-SO // University of Applied Sciences W. Switzerland, Switzerland

    EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 588–593

  10. Actions and achievements of self-regulated learning in personal environments. Research on students participating in the Graduate Program in Preschool Education at the University of Granada

    Eduardo Chaves-Barboza, Juan Trujillo-Torres, Juan Lpez-Nez & Toms Sola-Martnez

    Journal of New Approaches in Educational Research (NAER Journal) Vol. 6, No. 2 (Jul 15, 2017) pp. 135–143

  11. Personalization of a Theoretical Course in Extracurricular Activities

    Sonay Caner & Göknur Kaplan Akilli, Middle East Technical University, Turkey

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1467–1472

  12. Social Media Use in Post Secondary Education with Undergraduates: A Literature Review

    Cynthia Gomez, New Mexico State University, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 845–851

  13. Preservice Teachers’ Perception and Use of Personal Learning Environments (PLEs)

    Sami Şahin & elebi Uluyol, Gazi University

    The International Review of Research in Open and Distributed Learning Vol. 17, No. 2 (Mar 01, 2016)

  14. Walking the Talk: Adding Value to the Higher Education Experience Through Innovative Technology Enhanced Learning

    Zarina Mariam Charlesworth, HEG Arc School of Business University of Applied Sciences W. Switzerland (HES-SO), Switzerland; Natalie B. Sarrasin, University of Applied Sciences W. Switzerland (HES-SO), Switzerland

    EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 1016–1023

  15. Evaluations of Policies for Social Networking Use in Higher Education

    Gabriele Meiselwitz & Yuanqiong Wang, Towson University, United States

    EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 424–429

  16. Impact of Technology on Post-secondary Classroom Culture: A Critical Literature Review

    Susan W Bontly, Cynthia Gomez, Samar Khalil & Tahani Fouad Mansour, NMSU, College of Education, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1862–1870

  17. Social Learning Constructs in Informal Web-based Learning Environments: A Review and Future Directions

    Hyunkyung Lee, Yonsei University, Korea (South)

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1503–1508

  18. Exploring the Roles of Social Participation in Mobile Social Media Learning: A Social Network Analysis

    Helmi Norman, Faculty of Science and Technology Bournemouth University Fern Barrow, Talbot Campus, Poole Dorset BH12 5BB United Kingdom; Norazah Nordin & Rosseni Din, Faculty of Education, National University of Malaysia; Mohamad Ally, Center for Distance Education Athabasca University; Huseyin Dogan, School of Design, Engineering, and Computing Faculty of Science and Technology Bournemouth University Fern Barrow, Talbot Campus, Poole Dorset BH12 5BB

    The International Review of Research in Open and Distributed Learning Vol. 16, No. 4 (Nov 02, 2015)

  19. Evaluation of elearning usage in South African universities: A critical review

    Emily Bagarukayo, Makerere University, Uganda; Billy Kalema, Tshwane University of Technology, South Africa

    International Journal of Education and Development using ICT Vol. 11, No. 2 (Aug 31, 2015)

  20. Open Education: A Revolution of Resources and Community

    Jason Murray, Cornwall-Lebanon School District, United States

    TCC 2014 (2014) pp. 65–72

  21. Personal learning environments and university teacher roles explored using Delphi

    Zaffar Shaikh & Shakeel Khoja, Institute of Business Administration, Karachi, Pakistan

    Australasian Journal of Educational Technology Vol. 30, No. 2 (May 13, 2014)

  22. A Review of Web-based Learning Management System Design on Higher Education

    Chih Hung Chung, Laura A. Pasquini, Jeff M. Allen & Chang E. Koh, University of North Texas, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 1428–1436

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.