Personal Learning Environments and Self-Regulated Learning

Abstract:ADVANTAGES OF USING VIRTUAL LEARNING ENVIRONMENTS FROM THE PERSPECTIVE OFSTUDENTS AND FAMILIESIntroduction: This study investigated the effects that the design of personal learning environments has in overcoming student´s lack of motivation. Method: The methodology used was the case study with an ethnographic orientation approach. This methodology allowed to describe the advantages of using the participants personal learning environments regarding their own learning experiences. The technique employed to conduct the study was the analysis of the content of the information that had been collected in group discussion exercises made with teachers, students and parents who got involved in the experience. Results: Using personal learning environments has advantages for student’s motivation and student´s performance. However, there are some evident problems with the implementation of the innovation process. Conclusions: This pedagogical approach represents promising advances in the integration of both formal and informal learning. Furthermore, the use of social media and the support of self-regulated learning highlight the usability of the approach.Keywords: Personal Learning Environment (PLE), Learning Community, Learner Motivation, Social Media.Resumen:Introducción: Este estudio investigó los efectos del diseño de entornos personales de aprendizaje en la superación de la desmotivación discente. Método: Con la finalidad de describir las ventajas en la utilización de los entornos personales de aprendizaje de los participantes respecto a sus propias vivencias de aprendizaje, se utiliza una metodología de estudio de caso evaluativo de orientación etnográfica y como técnica el análisis de contenido de la información recogida de los grupos de discusión con el profesorado, alumnado y padres implicados en la experiencia. Resultados: La utilización de los entornos personales de aprendizaje tiene ventajas para la motivación y el rendimiento docente del alumnado pero se evidencian algunas problemáticas en la implementación del proceso de innovación. Conclusiones: Señalan que es un enfoque pedagógico potencialmente prometedor para integrar tanto el aprendizaje formal e informal utilizando los medios sociales y el apoyo al aprendizaje autorregulado de los estudiantes y ponen de relieve su facilidad de uso.Palabras Clave: Entornos personales de aprendizaje, Comunidades de aprendizaje, Motivación discente, Medios de comunicación.

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A Systematic Review and Trend Analysis of Personal Learning Environments Research

International Journal of Information and Education Technology ◽

10.18178/ijiet.2022.12.1.1585 ◽

2022 ◽

Vol 12 (1) ◽

pp. 43-53

Author(s):

Sarah A. L. Serhan ◽

◽

Noraffandy Yahaya

Keyword(s):

Systematic Review ◽

Trend Analysis ◽

Learning Environments ◽

System Development ◽

Future Research ◽

Self Directed Learning ◽

Personal Learning ◽

Self Regulated Learning ◽

Current Systematic Review ◽

Personal Learning Environments

The concept of personal learning environments (PLEs) is relatively new and is continuously developing. Over the past decade, there has been a significant upsurge in the number of PLEs-related research. Nevertheless, there is a lack of recent systematic reviews and trend analysis covering many PLEs studies; to the best of our knowledge. Therefore, the current systematic review is significant and indispensable in reviewing journal articles that discussed PLEs between 2000 and 2020. We searched Web of Science, Scopus, Sciences Direct, JSTOR, Springer, Google Scholar, and IEEE Xplore for studies published in English without limit in location or time to retrieve accurate results. Trend graphics for the extracted themes were also analyzed using descriptive statistics in Excel. According to the defined inclusion criteria, one hundred forty-eight articles were selected for the analysis. This study reveals that literature on PLEs has progressed from 2000 to 2020; the majority of PLEs-related articles were published between 2011 and 2020, with the year 2013 having the highest number of published articles (17 articles), followed by 16 papers published in both years 2014 and 2017. We found that the published PLEs research originated from 46 countries; 26 (17.6%) were from Spain. The majority of the authors had education, computer science, information technology and engineering backgrounds. This review also showed that numerous platforms had been used in PLEs research, with Web 2.0 the most commonly used platform. We noted that the most common objectives of the included articles were PLEs custom system development, analysis of the PLEs, description of experiments, investigations, development of factor models, framework development, and examination. The most common theoretical perspectives in the published articles were self-regulated learning, self-directed learning, and constructivism. The current systematic review and trend analysis can become a guidance platform for researchers, educators, policymakers or even journal publishers for future research in PLEs research.

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IMAILE, PCP process to identify new technologies and services which address the challenge of providing the next generation of Personal Learning Environments (PLE) for primary and secondary school, FP7

Impact ◽

10.21820/23987073.2017.5.84 ◽

2017 ◽

Vol 2017 (5) ◽

pp. 84-86

Author(s):

Ellinor Wallin

Keyword(s):

Secondary School ◽

Learning Environments ◽

New Technologies ◽

Next Generation ◽

Personal Learning ◽

Personal Learning Environments ◽

Primary And Secondary School

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Self-regulated learning and learning analytics in online learning environments

Proceedings of the Tenth International Conference on Learning Analytics & Knowledge ◽

10.1145/3375462.3375483 ◽

2020 ◽

Cited By ~ 2

Author(s):

Olga Viberg ◽

Mohammad Khalil ◽

Martine Baars

Keyword(s):

Online Learning ◽

Learning Environments ◽

Learning Analytics ◽

Online Learning Environments ◽

Self Regulated Learning ◽

Regulated Learning

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Personal Learning Environments

International Journal of Virtual and Personal Learning Environments ◽

10.4018/jvple.2011100101 ◽

2011 ◽

Vol 2 (4) ◽

pp. 1-11 ◽

Cited By ~ 34

Author(s):

Sebastian H. D. Fiedler ◽

Terje Väljataga

Keyword(s):

Adult Learners ◽

Web 2.0 ◽

Learning Environments ◽

Formal Education ◽

The Other ◽

Learning Activities ◽

Web 2.0 Technologies ◽

Personal Learning ◽

Digital Instrumentation ◽

Personal Learning Environments

This paper reviews and critiques how the notion of PLEs has been conceptualised and discussed in literature so far. It interprets the variability of its interpretations and conceptualisations as the expression of a fundamental contradiction between patterns of activity and digital instrumentation in formal education on one hand, and individual experimentation and experience within the digital realm on the other. It is suggested to place this contradiction in the larger socio-historic context of an ongoing media transformation. Thus, the paper argues against the prevalent tendency to base the conceptualisation of PLEs almost exclusively on Web 2.0 technologies that are currently available or emerging, while underlying patterns of control and responsibility often remain untouched. Instead, it proposes to scrutinise these patterns and to focus educational efforts on supporting adult learners to model their learning activities and potential (personal learning) environments while exploring the digital realm.

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