scholarly journals A Systematic Review and Trend Analysis of Personal Learning Environments Research

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.

Personal Learning Environments

2017 ◽  
pp. 236-248 ◽  
Author(s):  
Mary Hricko
Keyword(s):  
Learning Environment ◽  
Transformative Learning ◽  
Learning Environments ◽  
Learning Needs ◽  
Self Directed Learning ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Personal Learning Environments ◽  
Directed Learning ◽  
Future Of Education

A personal learning environment (PLE) is a construct designed to facilitate the process of learning and knowledge management. As a multidimensional system, a personal learning environment enables users to control the content and process of learning through the selection of resources, applications, and activities that best serve the learning needs. Personal learning environments exist as transformative learning spaces that differentiate to the users' ongoing personal interests and needs. Personal learning environments will continue to transform the educational landscape as technology continues to impact our culture. New modalities of learning will be needed to meet the needs of individuals who wish to pursue education in a manner that best serves their needs. Self-directed learning will require flexible landscapes that can coexist with traditional educational platforms; personal learning environments, if implemented effectively, can meet the emerging challenges in the future of education.

scholarly journals VENTAJAS DE LA UTILIZACIÓN DE LOS ENTORNOS VIRTUALES DE APRENDIZAJE DESDE LA PERSPECTIVA DEL ALUMNADO Y FAMILIAS

2016 ◽  
Vol 1 (1) ◽  
pp. 307
Author(s):  
Margarita Pino-Juste ◽  
José Domínguez Alonso
Keyword(s):  
Learning Community ◽  
Learning Environments ◽  
Group Discussion ◽  
Innovation Process ◽  
Personal Learning ◽  
Self Regulated Learning ◽  
Personal Learning Environments ◽  
Entornos Virtuales De Aprendizaje ◽  
Use Of Social Media ◽  
Medios Sociales

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.

scholarly journals Sustaining teacher control in a blog-based personal learning environment

2013 ◽  
Vol 14 (3) ◽  
pp. 109 ◽  
Author(s):  
Vladimir Tomberg ◽  
Mart Laanpere ◽  
Tobias Ley ◽  
Peeter Normak
Keyword(s):  
Learning Environments ◽  
Formal Education ◽  
Ease Of Use ◽  
Assessment Process ◽  
Course Management ◽  
Self Directed Learning ◽  
Traditional Role ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
And Control

<p>Various tools and services based on Web 2.0 (mainly blogs, wikis, social networking tools) are increasingly used in formal education to create personal learning environments, providing self-directed learners with more freedom, choice, and control over their learning. In such distributed and personalized learning environments, the traditional role of the teacher is being transformed into that of a facilitator. This change inevitably means a reduced level of control on the part of the teacher. This is evidenced, for example, in difficulties experienced in retaining the necessary levels of control when the learning process moves away from institutionally maintained systems to blog-based personal learning environments. In conducting a course in a formal education setting however, it is still essential for the teacher to retain control over certain learning activities, such as course enrolment, assignments, and the assessment process.</p><p>A course management plug-in for the WordPress blog platform called <em>LePress</em> was designed and developed as a possible solution to this problem. By using LePress, teachers are able to more easily manage and coordinate courses in a distributed blog-based environment. Teachers are able to regain control over some important aspects of online course management, while maintaining the learners’ freedom and choice for self-directed learning. This paper documents the results of a survey of a group of 37 teachers who used LePress for at least six months. The study demonstrates that by using LePress, teachers experienced an enhanced level of control over several aspects of the course and this reinforced their perception about the ease of use of the system.</p>

Personal Learning Environments

2011 ◽  
Vol 2 (4) ◽  
pp. 1-11 ◽  
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.

scholarly journals Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review

2018 ◽  
Vol 35 (4-5) ◽  
pp. 356-373 ◽  
Author(s):  
Jacqueline Wong ◽  
Martine Baars ◽  
Dan Davis ◽  
Tim Van Der Zee ◽  
Geert-Jan Houben ◽  
...  
Keyword(s):  
Systematic Review ◽  
Online Learning ◽  
Learning Environments ◽  
Online Learning Environments ◽  
Self Regulated Learning ◽  
Regulated Learning
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