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Preservice teachers’ Web 2.0 experiences and perceptions on Web 2.0 as a personal learning environment

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Abstract

To explore students’ use of Web 2.0 tools and their perceptions of using Web 2.0 as a personal learning environment (PLE), quantitative surveys (n = 113) and interviews (n = 12) were conducted. In the survey, we identified that students already have familiarity with using Web 2.0 tools, as well as a positive attitude toward using Web 2.0 for learning. However, in the interview, students referenced challenges with using Web 2.0 in their PLE. The results imply that there are gaps between students’ perceived comfort and familiarity with using Web 2.0 tools and their readiness to be an active and successful designer for Web 2.0-based PLEs. This research also identified that there may be other factors influencing students’ building PLEs with Web 2.0 tools including the knowledge of different tools, the abilities of identifying learning objectives and learning styles, access to the tools, motivation, and knowing how to locate the correct information through students’ interviews.

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Authors and Affiliations

  1. College of Education and Human Development, University of North Dakota, 231 Centennial Dr., Grand Forks, ND, 58202, USA

    Jieun Lim

  2. College of Education, Purdue University, 100 N. University St., West Lafayette, IN, 47907, USA

    Timothy J. Newby

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Appendix A: Students’ perceptions of PLE coding schema

Appendix A: Students’ perceptions of PLE coding schema

Category

Code

Description

Definition of PLE with Web 2.0

Def_Place

Defining PLE as a learning place where individual learners feel comfortable

Def_Tool

Defining PLE as a set of tools

Def_Place & Tool

Defining PLE as a customized learning place for individual learners with a set of tools

Purposes for building a PLE with Web 2.0

Pur_Information

Using PLE to search for and store new information

Pur_Knowledge construction

Using PLE for producing, building, or synthesizing knowledge

Pur_Communication

Using PLE to communicate with others

Advantages of a PLE

ADV_Customization

Being customized to the individual learner

ADV_Self-Control

Increasing personal control of how they learn

ADV_Variety of Tools and methods

Greater accessibility to a variety of tools and learning methods

ADV_Variety of Information

Greater accessibility to a variety of information

ADV_Connection

Increased connection to other people

Challenges of a PLE

CHA_Setting the learning need

Identifying learning needs and addressing them

CHA_Creative thinking

Hindering creative thinking

CHA_Filtering information

Difficulties of filtering out credible/correct information

CHA_Learning new tools

Difficulties of learning new tools

CHA_Distraction

Being distracted

CHA_Lack of motivation

Finding the motivation of building PLE

CHA_Being misled

Possibilities of misinterpreting or going in the wrong direction

The important conditions to establish PLE

PRE_Knowledge for Technologies

Having knowledge of different technologies

PRE_Identifying learning objectives

Identifying learning objectives and learning styles

PRE_Tool accessibility

Accessing the tools

PRE_Motivation

Motivation for building PLE

PRE_Locating correct information

Knowing how to find the correct information

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Lim, J., Newby, T.J. Preservice teachers’ Web 2.0 experiences and perceptions on Web 2.0 as a personal learning environment. J Comput High Educ 32, 234–260 (2020). https://doi.org/10.1007/s12528-019-09227-w

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