标题：Use of Online Learning Resources in the Development of Learning Environments at the Intersection of Formal and Informal Learning: The Student as Autonomous Designer
期刊名称：Center for Educational Policy Studies Journal
印刷版ISSN：1855-9719
电子版ISSN：2232-2647
出版年度：2015
卷号：5
期号：2
页码：95-113
出版社：University of Ljubljana
摘要：Learning resources that are used in the education of university studentsare often available online. The nature of new technologies causes an interweavingof formal and informal learning, with the result that a moreactive role is expected from students with regard to the use of ICT for theirlearning. The variety of online learning resources (learning content andlearning tools) facilitates informed use and enables students to create thelearning environment that is most appropriate for their personal learningneeds and preferences. In contemporary society, the creation of aninclusive learning environment supported by ICT is pervasive. The modelof Universal Design for Learning is becoming increasingly significant inresponding to the need for inclusive learning environments. In this article,we categorize different online learning activities into the principlesof Universal Design for Learning. This study examines ICT use amonguniversity students (N = 138), comparing student teachers with studentsin other study programs. The findings indicate that among all students,activities with lower demands for engagement are most common. Somedifferences were observed between student teachers and students fromother programs. Student teachers were more likely than their peers toperform certain activities aimed at meeting diverse learner needs, but thepercentage of students performing more advanced activities was higherfor students in other study programs than for student teachers. The categorizationof activities revealed that student teachers are less likely to undertakeactivities that involve interaction with others. Among the sampleof student teachers, we found that personal innovativeness is correlatedwith diversity of activities in only one category. The results show that studentteachers should be encouraged to perform more advanced activities,especially activities involving interaction with others, collaborative learningand use of ICT to plan and organize their own learning processes.
