Considering the Impact of Self-regulation and Digital Literacy on Preserive Teachers’ Attitudes toward Web 2.0 Personal Learning Environment (PLEs)
Abstract: Personal learning environments (PLEs) have been suggested as a new learning platform to promote lifelong learning. However, few studies have examined learners’ attitudes towards PLEs and specifically, factors related to Web 2.0-based PLEs. In particular, it is important to explore the preservice teachers’ attitudes toward building Web 2.0 based PLE insofar as they can be a role model for their future students, who need to be active designers of their lifelong learning. To address the issue, this study investigates the effects of self-regulating capabilities (e.g., meta-cognitive, time management), tool literacy, and information literacy on preservice teachers’ attitudes towards building Web 2.0 PLEs.
Presider: Sharonda Lipscomb, University of North Texas