Self-Reported Learning Effects of a Tagging Activity Carried out in a Personal Learning Environment (PLE) by Secondary-School Pupils

Dominique Verpoorten, Christian Glahn, Mohamed Chatti, Wim Westera, Marcus Specht

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    This paper reports on the use of a Web 2.0 artifact by sixteen 14/15 year-old pupils in a formal learning context. The gathered data provides a first appreciation of how the participants saw the action of tagging resources as affecting five dimensions of their learning experience: satisfaction, feeling of learning, effects on recall, effects on understanding and sense of personalization of the learning sequence. Based on these self-reported judgments, a discussion is opened on the mere decision to divert highly complex Web 2.0 tools into "ordinary" learning tools. The study also raises side questions about how pupils give an account of their learning experience and how they balance, or not, content and process aspects is such a description.
    Original languageEnglish
    Pages (from-to)276-284
    Number of pages9
    JournalInternational Journal for Cross-Disciplinary Subjects in Education
    Issue number1
    Publication statusPublished - 1 Mar 2011



    • tags
    • tag cloud
    • PLEM
    • Personal Learning Environment
    • Web 2.0
    • recall
    • meta-learning
    • judgment of learning
    • JOL
    • secondary school

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