Skip to main content
Springer Nature Link
Log in

Preservice teachers’ attitudes toward Web 2.0 personal learning environments (PLEs): Considering the impact of self-regulation and digital literacy

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

Web 2.0 Personal Learning Environments (PLEs) have been proposed as a new method to promote the use of Web 2.0 tools for learner-centered personal learning. However, few studies have examined students’ attitudes toward Web 2.0 PLEs or, more specifically, the factors influencing students’ positive attitudes or willingness toward Web 2.0 PLEs. This study investigates the effects of self-regulating capabilities (e.g., metacognition and time management), tool literacy, and information literacy on preservice teachers’ attitudes toward using Web 2.0 for constructing their PLEs. Participants included 137 undergraduate students in education at a large Midwestern university in the United States, who completed a survey focused on: (1) attitudes toward building a Web 2.0 PLE; (2) metacognitive self-regulation; (3) time and study environment; (4) tool literacy; and (5) information literacy. Results indicated that tool literacy and metacognitive self-regulating capabilities had predictive effects on preservice teachers’ attitudes regarding building PLEs with Web 2.0 tools. The findings of this research offer meaningful implications for researchers and educators about which essential competencies need to be fostered before students are asked to build their own Web 2.0 PLE.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

Explore related subjects

Discover the latest articles, news and stories from top researchers in related subjects.

References

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211.

    Google Scholar 

  • Altanopoulou, P., & Tselios, N. (2017). Assessing acceptance toward wiki technology in the context of higher education. The International Review of Research in Open and Distributed Learning, 18(6), 127–149.

  • Barnard-Brak, L., Lan, W. Y., & Paton, V. O. (2010). Profiles in self-regulated learning in the online learning environment. The International Review of Research in Open and Distributed Learning, 11(1), 61–80. https://doi.org/10.19173/irrodl.v11i1.769.

    Article  Google Scholar 

  • Barrio-García, S., Arquero, J. L., & Romero-Frías, E. (2015). Personal learning environments acceptance model: The role of need for cognition, e-learning satisfaction and students. Perceptions. Educational Technology and Society, 18(3), 129–141 Retrieved from https://www.jstor.org/stable/10.2307/jeductechsoci.18.3.129.

    Google Scholar 

  • Bertea, P. (2009). Measuring students' attitude towards e-learning. A case study. In Conference proceedings of» eLearning and Software for Education «(eLSE) (no. 01, pp. 417-424). ” Carol I” National Defence University Publishing House.

  • Castañeda, L., & Soto, J. (2010). Building personal learning environments by using and mixing ICT tools in a professional way. Digital Education Review, 18, 9–25 Retrieved from http://revistes.ub.edu/index.php/der/article/view/11319/pdf.

    Google Scholar 

  • Chang, C. C., Yan, C. F., & Tseng, J. S. (2012). Perceived convenience in an extended technology acceptance model: Mobile technology and English learning for college students. Australasian Journal of Educational Technology, 28(5), 809–826.

  • Chu, H. C., Hwang, G. J., Tsai, C. C., & Chen, N. S. (2009). An innovative approach for promoting information exchanges and sharing in a web 2.0-based learning environment. Interactive Learning Environments, 17(4), 311–323.

    Article  Google Scholar 

  • Dabbagh, N., & Castaneda, L. (2020). The PLE as a framework for developing agency in lifelong learning. Educational Technology Research and Development, 68, 1–15.

  • Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3–8. https://doi.org/10.1016/j.iheduc.2011.06.002.

    Article  Google Scholar 

  • Davidson, P. L. (2017). Personal learning environments and the diversity of digital natives. Open Access Library Journal, 4(5), 1–7. https://doi.org/10.4236/oalib.1103608.

    Article  Google Scholar 

  • Delen, E., & Liew, J. (2016). The use of interactive environments to promote self-regulation in online learning: A literature review. European Journal of Contemporary Education, 15(1), 24–33. https://doi.org/10.13187/ejced.2016.15.24.

    Article  Google Scholar 

  • Dhume, S. M., Pattanshetti, M. Y., Kamble, S. S., & Prasad, T. (2012). Adoption of social media by business education students: Application of Technology Acceptance Model (TAM). In 2012 IEEE International Conference on Technology Enhanced Education (ICTEE) (pp. 1-10). IEEE.

  • Educause Learning Initiative (ELI) (2009). 7 things you should know about personal learning environments. https://library.educause.edu/resources/2009/5/7-things-you-should-know-about-personal-learning-environments. Accessed 19 Jan 2021.

  • Farkas, M. G. (2011). Technology in practice. Information Literacy 2.0. American Libraries, 42(11/12), 32 Retrieved from https://pdxscholar.library.pdx.edu/ulib_fac/35/.

    Google Scholar 

  • Fathema, N., Shannon, D., & Ross, M. (2015). Expanding the technology acceptance model (TAM) to examine faculty use of learning management systems (LMSs) in higher education institutions. Journal of Online Learning & Teaching, 11(2), 210–232.

  • Feng, L., & Ha, J. L. (2016). Effects of teachers' information literacy on lifelong learning and school effectiveness. Eurasia Journal of Mathematics, Science & Technology Education, 12(6), 1653–1663.

    Google Scholar 

  • Ifinedo, P. (2017). Examining students' intention to continue using blogs for learning: Perspectives from technology acceptance, motivational, and social-cognitive frameworks. Computers in Human Behavior, 72, 189–199.

    Article  Google Scholar 

  • Jović, M., Stankovic, M. K., & Neskovic, E. (2017). Factors affecting students’ attitudes towards e-learning. Management: Journal of Sustainable Business and Management Solutions in Emerging Economies, 22(2), 73–80.

    Google Scholar 

  • Kennedy, D. M., & Fox, R. (2013). ‘Digital natives’: An Asian perspective for using learning technologies. International Journal of Education and Development using ICT, 9(1), 65–79.

    Google Scholar 

  • Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135–142.

    Article  Google Scholar 

  • Kitsantas, A., & Dabbagh, N. (2010). Learning to learn with Integrative Learning Technologies (ILT): A practical guide for academic success. Greenwich: Information Age Publishing.

    Google Scholar 

  • Koehler, A. A., Newby, T. J., & Ertmer, P. A. (2017). Examining the role of Web 2.0 tools in supporting problem solving during case-based instruction. Journal of Research on Technology in Education, 49(3–4), 182–197. https://doi.org/10.1080/15391523.2017.1338167.

  • Koltay, T., Špiranec, S., & Karvalics, L. Z. (2015). The shift of information literacy towards research 2.0. The Journal of Academic Librarianship, 41(1), 87–93. https://doi.org/10.1016/j.acalib.2014.11.001.

    Article  Google Scholar 

  • Kompen, R.T., Edirisingha, P., & Mobbs, R. (2008).nBuilding Web 2.0-based personal learning environments: A conceptual framework. ased personal learning environments: A conceptual framework.onguet, J. M. (2019). Personal learning Environments baseom http://hdl.handle.net/2381/4398.

  • Kompen, R. T., Edirisingha, P., Canaleta, X., Alsina, M., & Monguet, J. M. (2019). Personal learning environments based on Web 2.0 services in higher education. Telematics and Informatics, 38, 194–206.

    Article  Google Scholar 

  • Korhonen, A. M., Ruhalahti, S., & Veermans, M. (2019). The online learning process and scaffolding in student teachers' personal learning environments. Education and Information Technologies, 24(1), 755–779.

    Article  Google Scholar 

  • Kurbanoglu, S. S. (2003). Self-efficacy: A concept closely linked with information literacy and lifelong learning. Journal of Documentation, 59(6), 635–646. https://doi.org/10.1108/00220410310506295.

    Article  Google Scholar 

  • Lim, J., & Newby, T. J. (2020). Preservice teachers’ Web 2.0 experiences and perceptions on Web 2.0 as a personal learning environment. Journal of Computing in Higher Education, 32(2), 234–260. https://doi.org/10.1007/s12528-019-09227-w.

  • Martin, M., & Noakes, M. (2012). Fostering a Web 2.0 ethos in a traditional e-learning environment. Electronic Journal of e-Learning, 10(3), 283–292 Retrieved from https://files.eric.ed.gov/fulltext/EJ985430.pdf.

    Google Scholar 

  • McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry. Boston: Pearson.

    Google Scholar 

  • Mi, M., & Riley-Doucet, C. (2016). Health professions students’ lifelong learning orientation: Associations with information skills and self efficacy. Evidence Based Library and Information Practice, 11(2), 121–135.

    Article  Google Scholar 

  • Michalak, R., & Rysavy, M. D. (2016). Information literacy in 2015: International graduate business students' perceptions of information literacy skills compared to test-assessed skills. Journal of Business & Finance Librarianship, 21(2), 152–174. https://doi.org/10.1080/08963568.2016.1145787.

    Article  Google Scholar 

  • Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129–135.

    Article  Google Scholar 

  • Muhammad, A. H., & Musbah, K. T. (2013). Improvement quality of LMS through application of social networking sites. International Journal of Emerging Technologies in Learning (iJET), 8(3), 48–51. https://doi.org/10.3991/ijet.v8i3.2669.

  • Muthupoltotage, U. P., & Gardner, L. (2018). Digital literacy and self-regulated learning: Testing reciprocal relationships with longitudinal data. Paper presented at the 24th Americas Conference on Information Systems, New Orleans, LA. Retrieved from https://aisel.aisnet.org/amcis2018/Education/Presentations/11/.

  • Ng, W. (2012). Can we teach digital natives digital literacy? Computers and Education, 59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016.

  • Park, S. Y. (2009). An analysis of the technology acceptance model in understanding university students' behavioral intention to use e-learning. Educational Technology & Society, 12(3), 150–162.

    Google Scholar 

  • Patterson, C., Stephens, M., Chiang, V., Price, A. M., Work, F., & Snelgrove-Clarke, E. (2017). The significance of personal learning environments (PLEs) in nursing education: Extending current conceptualizations. Nurse Education Today, 48, 99–105. https://doi.org/10.1016/j.nedt.2016.09.010.

    Article  Google Scholar 

  • Perera, M. U., Gardner, L., & Peiris, A. (2016). Investigating the interrelationship between undergraduates’ digital literacy and self-regulated learning skills. Paper presented at the 37th International Conference on Information Systems, Dublin, Ireland. Retrieved from https://aisel.aisnet.org/icis2016/ISCurriculum/Presentations/11/.

  • Pintrich, P. R., Smith, D., Garcia, T., & McKeachie, W. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor: The University of Michigan Retrieved from https://eric.ed.gov/?id=ED338122.

    Google Scholar 

  • Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816.

    Article  Google Scholar 

  • Prior, D. D., Mazanov, J., Meacheam, D., Heaslip, G., & Hanson, J. (2016). Attitude, digital literacy and self-efficacy: Flow-on effects for online learning behavior. The Internet and Higher Education, 29, 91–97. https://doi.org/10.1016/j.iheduc.2016.01.001.

    Article  Google Scholar 

  • Quintana, M. G. B., Saéz, J. L. C., & Fernández, M. A. P. (2014). Use of PLE-portfolio to assess the competency-based learning through web 2.0 in technical engineering education. The International Journal of Engineering Education, 30(3), 675–682.

    Google Scholar 

  • Rahimi, E., van den Berg, J., & Veen, W. (2012). Designing and implementing PLEs in a secondary school using Web 2.0 tools. Paper presented at the Personal Learning Environment (PLE) Conference, Melbourne, Australia. http://revistas.ua.pt/index.php/ple/article/view/1456.

  • Rahimi, E., van den Berg, J., & Veen, W. (2014). A pedagogy-driven framework for integrating Web 2.0 tools into educational practices and building personal learning environments. Journal of Literacy and Technology, 15(2), 54–79.

  • Rahimi, E., van den Berg, J., & Veen, W. (2015). Facilitating student-driven constructing of learning environments using Web 2.0 personal learning environments. Computers and Education, 81, 235–246. https://doi.org/10.1016/j.compedu.2014.10.012.

    Article  Google Scholar 

  • Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604–612. https://doi.org/10.1016/j.chb.2016.05.084.

    Article  Google Scholar 

  • Schaffert, S., & Hilzensauer, W. (2008). On the way towards personal learning environments: Seven crucial aspects. Elearning Papers, 9(2), 1–11.

    Google Scholar 

  • Seufert, S., Stanoevska-Slabeva, K., Müller, S., & Scheffler, N. (2015). The design of personal learning environments with scope on information literacy in high school. In L. Uden, D. Liberona, & T. Welzer (Eds.), Learning Technology for Education in Cloud (pp. 148–163). Cham: Springer.

  • Shapiro, J. J., & Hughes, S. K. (1996). Information literacy as a liberal art? Educom Review, 31, 31–35.

    Google Scholar 

  • Smith, E. E., Kahlke, R., & Judd, T. (2018). From digital natives to digital literacy: Anchoring digital practices through learning design. In Proceedings of the Australasian Society for Computers in Learning in Tertiary Education Conference (pp. 510-515).

  • Špiranec, S. (2015). Information literacy in Web 2.0 environments: Emerging dimensions of research. Libellarium: Journal for the Research of Writing, Books, and Cultural Heritage Institutions, 7(1), 55–72. https://doi.org/10.15291/libellarium.v7i1.197.

    Article  Google Scholar 

  • Steinweg, S. B., Williams, S. C., & Stapleton, J. N. (2010). Faculty use of tablet PCs in teacher education and K-12 settings. TechTrends, 54(3), 54–61. https://doi.org/10.1007/s11528-010-0404-5.

    Article  Google Scholar 

  • Sun, Y. C., & Yang, F. Y. (2015). I help, therefore, I learn: Service learning on Web 2.0 in an EFL speaking class. Computer Assisted Language Learning, 28(3), 202–219.

    Article  Google Scholar 

  • Tarafdar, M., Tu, Q., & Ragu-Nathan, T. S. (2010). Impact of technostress on end-user satisfaction and performance. Journal of Management Information Systems, 27(3), 303–334. https://doi.org/10.2753/MIS0742-1222270311.

    Article  Google Scholar 

  • Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers and Education, 52(2), 302–312. https://doi.org/10.1016/j.compedu.2008.08.006.

    Article  Google Scholar 

  • Teo, T. (2011). Factors influencing teachers' intention to use technology: Model development and test. Computers and Education, 57(4), 2432–2440. https://doi.org/10.1016/j.compedu.2011.06.008.

    Article  Google Scholar 

  • Thakkar, S., & Joshi, H. (2017). Students attitude towards E-learning. International Journal of Advance Engineering and Research Development, 4, 209–213.

  • Thongsri, N., Shen, L., & Bao, Y. (2020). Investigating academic major differences in perception of computer self-efficacy and intention toward e-learning adoption in China. Innovations in Education and Teaching International, 57(5), 577–589.

    Article  Google Scholar 

  • Tu, C. H., Yen, C. J., & Sujo-Montes, L. E. (2015). Personal learning environments and self-regulated learning. In R. Papa (Ed.), Media rich instruction: Connecting curriculum to all learners (pp. 35–48). New York: Springer.

    Google Scholar 

  • Valtonen, T., Hacklin, S., Dillon, P., Vesisenaho, M., Kukkonen, J., & Hietanen, A. (2012). Perspectives on personal learning environments held by vocational students. Computers & Education, 58(2), 732–739.

    Article  Google Scholar 

  • Virtanen, J., & Rasi, P. (2017). Integrating Web 2.0 technologies into face-to-face PBL to support producing, storing, and sharing content in a higher education course. Interdisciplinary Journal of Problem-Based Learning, 11(1), 1–12. https://doi.org/10.7771/1541-5015.1613.

    Article  Google Scholar 

  • Wolf, S. (2007). Information literacy and self-regulation: A convergence of disciplines. School Library Media Research, 10, 1–18 Retrieved from https://eric.ed.gov/?id=EJ851699.

    Google Scholar 

  • Yen, C. J., Tu, C. H., Sujo-Montes, L., & Sealander, K. (2016). A predictor for PLE management: Impacts of self-regulated online learning on students’ learning skills. Journal of Educational Technology Development and Exchange (JETDE), 9(1), 29–48 Retrieved from https://digitalcommons.odu.edu/efl_fac_pubs/8.

    Google Scholar 

  • Yen, C. J., Tu, C. H., Sujo-Montes, L. E., Armfield, S. W., & Chan, J. Y. (2013). Learner self-regulation and web 2.0 tools management in personal learning environment. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 8(1), 46–65. https://doi.org/10.4018/jwltt.2013010104.

    Article  Google Scholar 

  • Yu, T. K., Lin, M. L., & Liao, Y. K. (2017). Understanding factors influencing information communication technology adoption behavior: The moderators of information literacy and digital skills. Computers in Human Behavior, 71, 196–208. https://doi.org/10.1016/j.chb.2017.02.005.

    Article  Google Scholar 

  • Zabadi, A. M., & Al-Alawi, A. H. (2016). University students’ attitudes towards e-learning: University of Business & technology (UBT)-Saudi Arabia-Jeddah: A case study. International Journal of Business and Management, 11(6), 286–295.

    Article  Google Scholar 

  • Zhao, F., & Kemp, L. J. (2012). Integrating web 2.0-based informal learning with workplace training. Educational Media International, 49(3), 231–245. https://doi.org/10.1080/09523987.2012.738015.

    Article  Google Scholar 

  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Orlando: Academic Press.

    Chapter  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Education, Daegu National University of Education, 219 Jungang-daero, Nam-gu, Daegu, 42411, Republic of Korea

    Jieun Lim

  2. Department of Curriculum and Instruction, Purdue University, 100 N. University St., West Lafayette, IN, 47907, USA

    Timothy J. Newby

Authors
  1. Jieun Lim
    View author publications

    You can also search for this author inPubMed Google Scholar

  2. Timothy J. Newby
    View author publications

    You can also search for this author inPubMed Google Scholar

Corresponding author

Correspondence to Jieun Lim.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest.

Additional information

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Lim, J., Newby, T.J. Preservice teachers’ attitudes toward Web 2.0 personal learning environments (PLEs): Considering the impact of self-regulation and digital literacy. Educ Inf Technol 26, 3699–3720 (2021). https://doi.org/10.1007/s10639-021-10432-3

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-021-10432-3

Keywords