Use of Online Learning Resources in the Development of Learning Environments at the Intersection of Formal and Informal Learning: The Student as Autonomous Designer
Abstract
Learning resources that are used in the education of university students are often available online. The nature of new technologies causes an interweaving of formal and informal learning, with the result that a more active role is expected from students with regard to the use of ICT for their learning. The variety of online learning resources (learning content and learning tools) facilitates informed use and enables students to create the learning environment that is most appropriate for their personal learning needs and preferences. In contemporary society, the creation of an inclusive learning environment supported by ICT is pervasive. The model of Universal Design for Learning is becoming increasingly significant in responding to the need for inclusive learning environments. In this article, we categorize different online learning activities into the principles of Universal Design for Learning. This study examines ICT use among university students (N = 138), comparing student teachers with students in other study programs. The findings indicate that among all students, activities with lower demands for engagement are most common. Some differences were observed between student teachers and students from other programs. Student teachers were more likely than their peers to
perform certain activities aimed at meeting diverse learner needs, but the percentage of students performing more advanced activities was higher for students in other study programs than for student teachers. The categorization of activities revealed that student teachers are less likely to undertake activities that involve interaction with others. Among the sample
of student teachers, we found that personal innovativeness is correlated with diversity of activities in only one category. The results show that student teachers should be encouraged to perform more advanced activities, especially activities involving interaction with others, collaborative learning and use of ICT to plan and organize their own learning processes.
Downloads
References
Agarwal, R., & Prasad, J. (1998). A Conceptual and Operational Definition of Personal Innovativeness in the Domain of Information Technology. Information Systems Research, 9(2),
204–215. doi:10.1287/isre.9.2.204
Arkilic, I. G., Peker, S., & Uyar, M. E. (2013). Students’ Preferences of Communication Tools for Group Projects in a Computer-supported Collaborative Learning Environment: A Survey. Procedia - Social and Behavioral Sciences, 83, 1121–1125. doi:10.1016/j.sbspro.2013.06.214
Bennett, S., Bishop, A., Dalgarno, B., Waycott, J., & Kennedy, G. (2012). Implementing Web 2.0 technologies in higher education: A collective case study. Computers & Education, 59(2), 524–534. doi:10.1016/j.compedu.2011.12.022
Calvo, R., Arbiol, A., & Iglesias, A. (2014). Are all Chats suitable for learning purposes ? A study of the required characteristics. Procedia - Procedia Computer Science, 27, 251–260. doi:10.1016/j.procs.2014.02.028
Centre for Excellence in Universal Design. (2012). Retrieved 1. 12. 2014 from http://universaldesign.ie/
Conole, G., de Laat, M., Dillon, T., & Darby, J. (2008). “Disruptive technologiesâ€, “pedagogical innovationâ€: What’s new? Findings from an in-depth study of students’ use and perception of
technology. Computers & Education, 50(2), 511–524. doi:10.1016/j.compedu.2007.09.009
Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and selfregulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3–8. doi:10.1016/j.iheduc.2011.06.002
Izzo, M. V. (2012). Universal Design for Learning: Enhancing Achievement of Students with Disabilities. Procedia Computer Science, 14, 343–350. doi:10.1016/j.procs.2012.10.039
Jelfs, A., & Richardson, J. T. E. (2013). The use of digital technologies across the adult life span in distance education. British Journal of Educational Technology, 44(2), 338–351. doi:10.1111/j.1467-8535.2012.01308.x
Kim, C., Mirusmonov, M., & Lee, I. (2010). An empirical examination of factors influencing the intention to use mobile payment. Computers in Human Behavior, 26, 310-322.
Lai, K.-W., Khaddage, F., & Knezek, G. (2013). Blending student technology experiences in formal and informal learning. Journal of Computer Assisted Learning, 29(5), 414–425. doi:10.1111/jcal.12030
Laurillard, D. (2002). Rethinking university teaching: A conversational framework for the effective use of learning technologies (2nd ed.). London: Routledge.
Levy, Y. (2008). An empirical development of critical value factors (CVF) of online learning activities: An application of activity theory and cognitive value theory. Computers & Education, 51(4), 1664–1675. doi:10.1016/j.compedu.2008.04.003
McLaughlin, C., & Lee, M. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of
Educational Technology, 26(1), 28-43.
Moore, M., & Kearsley, G. (2012). Distance Education: A System View of Online Learning (3ed). Wadsworth: Cengage Learning.
Mills, L. a., Knezek, G., & Khaddage, F. (2014). Information Seeking, Information Sharing, and going mobile: Three bridges to informal learning. Computers in Human Behavior, 32, 324–334. doi:10.1016/j.chb.2013.08.008
National Center on Design for Learning. (2014). UDL Guidelines. Retrieved 10. 12. 2014 from on http://www.udlcenter.org/aboutudl/udlguidelines
Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59, 1065-1078.
Rao, K., Ok, M. W., & Bryant, B. R. (2014). A Review of Research on Universal Design Educational Models. Remedial and Special Education, 35(3), 153–166. doi:10.1177/0741932513518980
Ravanelli, F., & Serina, I. (2014). Didactic and Pedagogical View of E-learning Activities Free University of Bozen-bolzano. Procedia - Social and Behavioral Sciences, 116, 1774–1784. doi:10.1016/j.sbspro.2014.01.471
Sedek, M., Mahmud, R., Jalil, H. A., & Daud, S. M. (2012). Types and Levels of Ubiquitous Technology use among ICT Undergraduates. Procedia - Social and Behavioral Sciences, 64, 255–264.
doi:10.1016/j.sbspro.2012.11.030
Straub, E. T. (2009). Understanding Technology Adoption: Theory and Future Directions for Informal Learning. Review of Educational Research, 79(2), 625–649.
doi:10.3102/0034654308325896
Thompson, P. (2013). The digital natives as learners: Technology use patterns and approaches to learning. Computers & Education, 65, 12–33. doi:10.1016/j.compedu.2012.12.022
Thoms, B., & Eryilmaz, E. (2014). How media choice affects learner interactions in distance learning classes. Computers & Education, 75, 112–126. doi:10.1016/j.compedu.2014.02.002
UNESCO. (2011). Revision of the International Standard Classification of the Education (ISCED). Retrieved 10. 12. 2014 from http://www.uis.unesco.org/Education/Documents/UNESCO_
GC_36C-19_ISCED_EN.pdf
Web Accessibility Iniciative. (2005). Introduction to Web Accessibility. Retrieved 19. 9. 2014 from http://www.w3.org/WAI/intro/accessibility.php
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
