Undergraduates Perception of Informal Personal Learning Environments: Affordances for Self-regulated Learning

Mental Models, informal representations of reality, provide an appealing explanation for the apparently non-rational decisions of users. Although users may be attempting to make secure decisions, the use of incomplete or incorrect information security mental models as a shortcut to decision making may lead to undesirable results. We describe mental models of Viruses and Hackers drawing on data from a survey of 609 adult computer users and link these to security behaviours and perceptions. We find that there are potentially just a small number of common security beliefs and suggest that accommodating these mental models during security design may be more beneficial to long-term security than expecting users to change to accommodate security requirements

Longitudinal Analysis of Reciprocal Relationships between Digital Literacy and Self-Regulated Learning within Personal Learning Environments

Personal learning environments (PLEs) offer valuable opportunities to enhance overall learning experiences while nurturing technological and learning skills of contemporary learners. To maximize these opportunities researchers and practitioners must clearly understand how learners’ digital literacy (DL) and self-regulated learning (SRL) skills are interrelated within PLEs. This paper presents the quantitative findings of an ongoing longitudinal mixed methods study designed to identify and describe these relationships. Structural equation modeling is used to test competing two-wave panel models using online survey data from 181 participants. The results support the acceptance of a model with significant positive reciprocal relationships between DL component constructs and the SRL construct. We contribute, via empirical evidence, to clarifying the direction and extent to which DL and SRL skills of undergraduates influence each other within PLEs. The paper concludes with a discussion of the implications for theory and practice together with future research opportunities

Analysing the Relationships between Digital Literacy and Self-Regulated Learning of Undergraduates – A Preliminary Investigation

Advances in technology access allow undergraduates to personalize their learning to their individual interests via the creation and use of informal personal learning environments (PLEs). A comprehensive understanding of how every day digital technologies are adapted and used to create such PLEs and their impact on acquisition and development of students’ digital literacy (DL) and self-regulated learning (SRL) skills, is still lacking. This paper presents the initial exploratory quantitative phase, of a longitudinal mixed methods study planned to identify and describe the relationship between DL and SRL skills of students, when using PLEs. Structural equation modelling was used to analyse data collected from 202 participants in online surveys. The results confirm that DL components effect some SRL sub processes and some evidence was obtained for reciprocal relationships. Implications for Information Systems theory and practice are discussed together with future research opportunities

Investigating the Interrelationship between Undergraduates’ Digital Literacy and Self-Regulated Learning Skills

Advances in technology access allow undergraduates to personalize their learning to their individual interests via the creation and use of informal personal learning environments (PLEs). A comprehensive understanding of how every day digital technologies are adapted and used to create such PLEs and their impact on acquisition and development of students’ digital literacy (DL) and self-regulated learning (SRL) skills, is still lacking. This paper presents the initial phase of an extensive mixed methods study to identify and describe the interrelationship between DL and SRL skills of students, when using PLEs. Our expected contribution to Information Systems theory and practice is to clarify the manner in which students develop and foster DL skills via the informal use of technology for learning purposes and the resultant impact on their SRL skills. We hope to create a more precise picture of the patterns and contexts of technology adoption for learning, via empirical evidence

Blockchain-based Micro-credentials: Design, Implementation, Evaluation and Adoption

This study examines a blockchain-based micro- credential system implementation with a particular focus on understanding user perceptions. While blockchain technology has become increasingly popular, its applications extend far beyond finance and cryptocurrency. In particular, blockchain enables the generation and management of verifiable digital certificates which possess several system-level advantages when compared to current solutions. Still, does the utilisation of blockchain add value to the issuers and recipients of micro-credentials? Applying a design science approach, we design, implement and evaluate a blockchain-based micro- credential management system within a business school’s executive education unit. Qualitative evaluation reveals that such systems can decrease the overall cost and administrative workload. While issuers perceive the implementation as useful and low risk, the general knowledge regarding blockchain and its advantages, especially in the context of micro- credential management, is insufficient. We discuss this amongst other challenges that must be addressed before widespread adoption of blockchain-based micro-credentials can be achieved

Digital Literacy and Self-Regulated Learning: Testing Reciprocal Relationships with Longitudinal Data

Personal learning environments (PLEs) are disrupting contemporary education, offering opportunities for enhanced use of technology for learning. To maximize these opportunities it is imperative to understand how learners’ technological fluency and self-regulated learning skills are interrelated within PLEs. This paper presents the quantitative findings of an ongoing longitudinal mixed methods study to identify and describe these relationships between digital literacy and self-regulated learning skills. Structural equation modeling is used to test competing models using online survey data from 181 participants in a two-wave panel design. The results support the acceptance of a non-recursive model with significant positive reciprocal relationships between digital literacy component constructs and the self-regulated learning construct. We contribute via empirical evidence, to clarifying the direction and extent to which digital literacy and self-regulated learning skills of undergraduates influence each other. The paper concludes with a discussion of implications for theory and practice together with future research opportunities

Technology Acceptance within Informal Personal Learning Environments: A Qualitative Analysis

Creating and using informal personal learning environments (IPLEs) enables personalisation of learning to individual needs. A comprehensive understanding of factors impacting technology selection and acceptance in IPLEs is still lacking. Drawing on 20 in-depth interviews with undergraduates and mind maps of their IPLEs, this paper presents a discussion of the factors effecting technology selection within IPLEs. Seven factors related to technical/operational capability and critical thinking ability, two key components of digital literacy are discussed. The paper suggests that existing models of technology acceptance need to be modified to include factors such as choice, individuals’ tendency to exploit the social capital of the IPLE and digital literacy to understand technology acceptance within IPLEs. It proposes a conceptual framework of the factors which could be used to guide future research on appropriation of ubiquitous technologies for effective teaching and learning. It concludes with a discussion of the implications and future research opportunities

Reimagining Digital Citizenship: The Influence of Contemporary Industry Practice and Society

The role of digital citizenship in contemporary society has an observable spectrum from, social, educational, industrial, and individual. We present a review of current industry educational practice in digital citizenry and explore industry roles, governance, and societal expectations in influencing the sustainable practice of digital citizens. An integrative exploration of current research and industry practice leads to the proposal of a new model to facilitate future digital citizenry research. The model observes and describes the interaction between an individual and society through the notion of digital citizenry as influenced by contemporary industry practice. We aim to facilitate a further discourse to benefit society, industry, and the individual through our conceptual model of digital citizenry with a view to shaping future society. We suggest that individuals are and should be contributory stakeholders shaping sustainable practice in digital society. We conclude with practical recommendations and a discussion of future research avenues