Search

This study designed and pilot-tested a learning path in Personal Learning Environments (PLEs) to facilitate learners' Self-regulated Learning. 122 postgraduates who joined an International English Language Testing System (IELTS) course at a comprehensive university in China were evenly divided into two groups. The experimental group used PLEs with a learning path design, while the control group used PLEs without a learning path design. The pre-and-post-tests of IELTS were conducted to assess participants' cognitive achievements. The results indicated that both groups improved cognitively, with the experimental group indicating significantly better improvements than the control group. Further, a questionnaire on participants' satisfaction with the PLEs platform was administered. The results showed that the experimental group was highly satisfied with the path-controlled PLEs, while the controlled group expressed their need for scaffoldings in PLEs. The study could provide learning platform designers with useful guidance to improve learners' learning performance and satisfaction. [ABSTRACT FROM AUTHOR]

The e-learning domain has witnessed a shift from the traditional behavioral approach to an individualcentered learning approach based on learning analytics, with the aim of creating personalized and learnersensitive designs. A systematic literature review of 284 articles published between 2011 and 2022 in 133 different journals was conducted to investigate this trend. Bibliometric analyses were performed. The results of the analysis show that there is an increasing trend towards the implementation of learning analytics and the use of these analytics for personalized learning environments. The results also show that the output levels of learning analytics have progressed from description and diagnosis to prediction and perspective building. This has the potential to improve the fields of learning analytics and personal learning environments. [ABSTRACT FROM AUTHOR]

This article analyzes the relationship between self-regulated learning (SRL) and personal learning environments (PLE) in light of the educational academic literature of the decade 2010–2020. This study uses a systematized literature review followed by a qualitative analysis of the most cited literature to establish a narrative that highlights and deconstructs the close relationship between learners' SRL skills, and their capacity to develop and refine their PLE. For this purpose, in this analysis we explore (1) the presence of the PLE concept in the 200 most referenced papers published on SRL, and (2) the relationship between the two concepts, as they appear in the 20 most frequently cited articles that include both of them. Results show that SRL is linked to an educational and mixed perspective on the PLE concept, and that a variety of designs and platforms exist for teaching strategies linking SRL and PLE in educational practices. In-depth analysis suggests a series of features that reveal the influence of SRL in the PLE concept. Conclusions address recommendations for further work to explore these features and the manner in which they can extend the features of the relationship between PLE and SRL. [ABSTRACT FROM AUTHOR]

Personal learning environments or their acronym PLEs are understood as a set of tools, resources, connections, and activities that each person regularly uses for learning. This study examines the PLE approach in a university setting, evaluating its impact on student learning in a university subject within an education master's program. The effect is assessed from two perspectives: a quantitative one based on the 'PLE test'—administered at the beginning and end of the course—and a qualitative one based on the assessment provided by the students themselves regarding the impact of training in digital tools and competencies on their PLE, at the beginning and end of the course. The 'PLE test' measures four factors: time organization, creation–editing, searching–investigating, and collaborating–contact networks. In all four factors, by the end of the course, there is a significant increase in usage scores, especially in the last two. The students' assessments of the evolution of their PLEs reflect the evident impact of this approach as a strategy for more effective and self-managed learning. [ABSTRACT FROM AUTHOR]

The article analyzes the influence of personal learning environments on the improvement of digital research skills in undergraduate students at the National University of Piura. The results showed that the majority of students reached a moderate level of digital research competence. The importance of using information and communication technologies in education and research is highlighted. The article also mentions the importance of personal learning environments and how they can improve students' digital research skills. The article focuses on digital research skills in the context of Latin America and specifically in Peru. In addition, different computer applications used in research are mentioned, and the importance of acquiring digital skills to effectively use ICT in research is emphasized. The article presents an explanatory quantitative research on the influence of personal learning environments on the improvement of digital research skills in university students. The results showed a significant improvement in students' digital research skills after the implementation of the program. However, the study has limitations and further research is suggested. The article also analyzes the information and communication technology skills of Spanish university professors and concludes with a proposal for assessing digital skills in graduate students. [Extracted from the article]

A personal learning environment (PLE) is known as a crucial support for educators who lead learners through the process of collection, creation, and organization of personalized learning tools. In this manner, the learner can interpret a variety of new tools in their own interest, which makes the learning process easier. The PLE approach represents a considerable movement away from traditional learning, where learners are considered consumers of information through isolated channels, particularly learning management systems (LMSs), to a model where learners draw significant connections from numerous resources that they choose. Thus, educational settings have implemented LMSs fully into their respective learning contexts. In this sense, LMS is identified as a learning platform that helps learners and educators submit assignments, share ideas, and communicate through web-based systems with numerous benefits. Under these circumstances, self-regulation is addressed as a significant component that explains how learners build and manage PLEs and come up with more choices; they take ownership of their own learning and enhance self-regulated learning (SRL) practices. On this occasion, there is a belief that teachers can utilize LMSs to shift from passive to active learning and to improve self-reflection (SR). Therefore, considering all the above issues, the current study examines integrating a third-generation LMS to enhance learners’ SR. This study considered PLEs by utilizing Zimmerman’s SRL model to investigate the integration of the third-generation LMS. SR is applied in this study in the form of a pretest and posttest following the involvement of the PLE course, which was designed and applied during the COVID-19 pandemic. Finally, the experimental findings of the current study formulated a model of SR factors in PLEs through the LMS platform with partial least squares structural equation modeling (SEM) before and after the intervention.

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Personal learning environments or their acronym PLEs are understood as a set of tools, resources, connections, and activities that each person regularly uses for learning. This study examines the PLE approach in a university setting, evaluating its impact on student learning in a university subject within an education master’s program. The effect is assessed from two perspectives: a quantitative one based on the ‘PLE test’—administered at the beginning and end of the course—and a qualitative one based on the assessment provided by the students themselves regarding the impact of training in digital tools and competencies on their PLE, at the beginning and end of the course. The ‘PLE test’ measures four factors: time organization, creation–editing, searching–investigating, and collaborating–contact networks. In all four factors, by the end of the course, there is a significant increase in usage scores, especially in the last two. The students’ assessments of the evolution of their PLEs reflect the evident impact of this approach as a strategy for more effective and self-managed learning.

The aim of this study was to analyze lifelong learning (LLL) and its relationship with the educational approach of the personal learning environment (PLE). In the last year students do various degrees at a university in Costa Rica. METHOD. Using a non-experimental, transactional design, we applied a probabilistic questionnaire where the representative sample was (n=1187). RESULTS. The results show that the LLL scale used is a valid, and the tool used to explore the topic is reliable. In addition, we saw a moderate inclination towards lifelong learning in the students, mainly about all the application capability of new knowings and skills in practical surroundings, and how they relate to the new learning with previous acquisitions. DISCUSSION. It is observed a significant relationship among this training approach and personal learning environments, characterized by the use of the potential offered by technological tools. It has been found significant differences by gender, knowledge area, academic performance, and internet connection hours. Among the conclusions, it is pointed out that the universities must foster the linked competences with LLL to boost the PLE of the learners and propitiate its optimum social and professional insertion along their vital route.

The purpose of the research study was to propose personal learning environments to foster metacognitive development for sixth semester students of the Systems Engineering program at higher education institutions including Cecar, Corposucre and Unad, all of them based in the city of Sincelejo (Sucre-Colombia). To that end, a descriptive methodology, under a non-experimental, transversal and field design was proposed. The population was made up of 68 students. A survey was used as a data collection technique and a 24-question questionnaire was applied, with five alternative options included. It was validated by five experts and its reliability was determined through the application of the Cronbach’s alpha formula, which yielded a value of 0.87523 (highly reliable). The findings indicate that it is necessary to propose personal learning environments as a pedagogical option for the development of students' metacognitive skills. Accordingly, a personal learning environment was proposed for the development of metacognition including guidelines and action strategies that improve metacognitive skills, based on self-regulated and self-directed learning of systems engineering students.

Copyright of Revista del Centro de Investigación. Universidad La Salle is the property of Universidad La Salle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In recent years, the landscapes of teaching and learning has changed because of the utilization of information and communications technologies. In this context, the most illustrative innovations are Learning Management Systems (LMS) and Personal Learning Environments (PLEs). Despite of the LMS and PLEs popularity in educational contexts as well as the expand set of tools and services that they offer to learners and teachers; they are still in fancy stages. In order to present the challenges Personal Learning Environments were presented; however, it is obvious that PLEs will not replace LMS. Therefore, both types of environments should coexist and interact. In this manner, the current study took teachers' perspective on integrating the third generation LMS into PLEs. In addition, this study conducted to find out the teachers' perspective on how the LMS could enhance PLEs in terms of planning before applying the PLE's; designing a framework in the PLE's; implementing the PLEs; interacting in PLEs; managing the learning process through the PLEs and utilizing technology in PLEs. The participants of the study were 575 teachers who were selected randomly from Saudi Arabia schools. The findings of this study found that teachers must apply a positive teaching approach, holding that knowledge is composed upon student-to-student interaction as well as student-to-teacher interaction. Furthermore, this study revealed that teachers must enterprise, deliver, and support K-12 online learning. [ABSTRACT FROM AUTHOR]

The current research aims to measure the effect of the interaction between alternative assessment styles (self, peer, communication assessment), and learning style (active / reflective) in personal learning environments on developing critical thinking skills among students of the College of Education and their involvement in the learning environment. The second is the Education Technology Division in the course “Designing electronic courses”, and the Netvibes platform was used to be used as a personal learning environment, and the research sample was divided into six experimental groups according to the variables of the current research, and the results of the research reached the superiority of the self-evaluation style in developing critical thinking skills, as The research found that there were statistically significant differences in the interaction of the alternative assessment style with the learning style in favor of the self-assessment group with active learning style. The research also found that there were no statistically significant differences due to the difference in the learning style (active versus reflective) on both critical thinking and engaging in the learning environment. The results of the research for the superiority of peer assessment style for students with active learning in .developing involvement in the personal learning environment. [ABSTRACT FROM AUTHOR]

The objectives of this research study were to establish the degree of awareness of online activity in a group of university students and to determine how this degree conditions the creation of information. In this descriptive non-experimental cross-sectional study, based on a quantitative paradigm, 509 students were surveyed with two questionnaires. One to establish the level of awareness of online activity and the other to describe work and learning habits to examine the process of creating information online. The results showed that 10.81% of the students surveyed had high awareness of their online activity and that making pictures was the main type of shared content. In conclusion, the less awareness about online activity implied lesser content creation and less use of specific tools for its generation. [ABSTRACT FROM AUTHOR]

The international higher education system should be grounded in an educational approach in which teaching and learning methods aim to transform the student into an active agent in their learning process. The present study aims to learn how intention to use a personal learning environment based on Google applications for supporting collaborative learning is formed, in the context of university student learning. For this purpose, an expansion of the technology acceptance models was proposed including subjective norms and social image. The model was empirically evaluated using survey data collected from 267 students from a marketing management degree course, on which Google applications (apps) were used to design a learning environment to support project work and learning. The results show the suitability of the extended TAM to explain the intention to use Google apps as a personal learning environment in the university context. More specifically, subjective norms contributed to the indirect effect on the intention to use Google apps through social image and had a substantial positive influence on the social image. Meanwhile, social image had a significant positive direct effect on perceived usefulness. The results of the present study have a series of practical implications for the higher education sector. [ABSTRACT FROM AUTHOR]

Applying an innovative tool like Personal Learning Environments, specially wikis, has led changes in the teaching-learning processes. Through Investigation-Action methodology, this tool was used in a group of university students from Social Education Degree, whose objective was awareness of the impact on the use of this type of environments in the digital and communication skills. The results emphasize, in the student, improvement in digital skills, collaborative learning, communication or engagement; while, in the professor, it was observed a rise the reflexive practice, educational cooperation or digital content creation. These results were corroborated by other studies, where the use of digital environments increases skills of the participants, impacting a greater strengthening of knowledge, skills, values, emotions and attitudes. Although we found limitations such as an initial reticence, lack of knowledge about the environment, the insufficient rigor in the follow-up procedure because it was not contemplating as a specific measure for the research, or the need of selected methodological with higher degree of experimentation designs, which offering practical evidence. However, this proposal has revealed the need to increase connections in today's society, to improve digital competences in the students and professors.

Eco-connectivist communities are groups of individuals with similar characteristics, which emerge in a connectivist learning process within a knowledge ecology. ARMAGAeco-c is a reflexive and autonomic middleware for the management and optimization of eco-connectivist knowledge ecologies using description, prediction and prescription models. Adaptive Learning Objects are autonomic components that seek to personalize Learning Objects according to certain contextual information, such as learning styles of the learner's, technological restrictions, among other aspects. MALO is a system that allows the management of Adaptive Learning Objects. One of the main challenges of the connectivist learning process is the adaptation of the educational context to the student needs. One of them is the learning objects. For this reason, this work has two objectives, specifying a data analytics task to determine the learning style of a student in an eco-connectivist community and, adapting instances of Adaptive Learning Objects using the learning styles of the students in the communities. We use graph theory to identify the referential member of each eco-connectivist community, and a learning paradigm detection algorithm to identify the set of activities, strategies, and tools that Adaptive Learning Objects instances should have, according to the learning style of the referential member. To test our approach, a case study is presented, which demonstrates the validity of our approach.