Learning in Online Continuing Professional Development: An Institutionalist View on the Personal Learning Environment
NAERJ Volume 6, Number 1, ISSN 2254-7339 Publisher: University of Alicante
The nature of institutions is an important question for the Personal Learning Environment (PLE). Whilst the PLE has tended to focus on what is considered to be “non-institutional” technology like social software, most online tools today have a corporate/institutional foundation. How should educators position themselves with learners who have to negotiate different institutional and discursive contexts – whether within corporate social software, formal education, work or the family? Drawing on previous work focusing on how learners maintain personal coherence in organising learning between different contexts, institutional theory is used to revise the model of the learner as a ‘viable system’, which focuses on the dynamics of transactions that learners make with different institutional entities. Data from an online Continuing Professional Development (CPD) course in acute cancer care is analysed to show how learner transactions indicate constraints bearing upon learners both from their professional context and from their formal educational study. The pattern of learner engagement suggests that the interaction of constraints creates the conditions to motivate in-depth contribution to the course forums. This finding leads us to suggest a rethink of pedagogy within the PLE, and a broader consideration of institutional and other constraints in educational dynamics.
Johnson, M., Prescott, D. & Lyon, S. (2017). Learning in Online Continuing Professional Development: An Institutionalist View on the Personal Learning Environment. Journal of New Approaches in Educational Research (NAER Journal), 6(1), 20-27. University of Alicante.
© 2017 University of Alicante
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A Case Study on the Perceptions of Educators on the Penetration of Personal Learning Environments in Typical Education
Stefanos Armakolas, University of Patras, Patras, Greece; Alexander Mikroyannidis, The Open University, Milton Keynes, United Kingdom; Christos Panagiotakopoulos, University of Patras, Patras, Greece; Theofania Panousopoulou, ASPETE, Patras, Greece
International Journal of Virtual and Personal Learning Environments Vol. 6, No. 1 (January 2016) pp. 18–28
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