Revista de educación a distancia 2023, N. 71
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- PublicationOpen AccessDevelopment and Validation of a PLEs Scale from the Learner and Learning Perspective in Tertiary Education(Universidad de Murcia, Servicio de Publicaciones, 2023) Xu, Xiaoshu; Zang, Yunfeng; Zhong, Kexin; Ngan-Lin Lei, Vivian; Liu, JiaThe study's goal is to create and validate a Personal Learning Environments Scale (PLEsS) from the learner and learning perspective (named PLEsS-LL) to ensure effective learning in Chinese tertiary education. 657 undergraduates participated in the study after completing scale development steps. Six factors were extracted from the PLEsS-LL using Exploratory Factor Analysis (EFA). Confirmatory Factor Analysis (CFA) supported the six-factor scale with 22 items. Furthermore, the PLEsS-LL was redesigned as a questionnaire to assess learners' readiness for PLE learning. The findings indicated that participants were comfortable when learning in PLEs in general. They were mostly positive in terms of learning motivation and problem-solving abilities. They did, however, report less confidence in Self-directed Learning. Meanwhile, male participants outperformed female participants in all categories except learning motivation. The reasons were explained, and suggestions for future PLEs design were made. The PLEsS-LL could be used as a resource or guide for learner preparation in the PLEs context in higher education around the world.
- PublicationOpen AccessAssessing the presence of the ‘Personal Learning Environment’ concept across the web domains of Spanish Higher Education institutions : a web mention study(Universidad de Murcia, Servicio de Publicaciones, 2023) Castaño Muñoz, Jonatan; Villar-Onrubia, DanielThe concept of ‘Personal Learning Environment’ (PLE) has generated considerable levels of attention among researchers and practitioners concerned with technology-mediated education. By introducing students and educators to this concept, Higher Education Institutions (HEIs) may enable their communities to make better informed decisions on the resources they use in their day-to-day academic practice. Moreover, it may help them develop autonomy as self-regulated learners and enhance their agency in lifelong learning. This article is part of a study looking at the presence of that concept across the web domains of universities and other HEIs in Spain, a country that stands out due to the amount of research on PLEs it has produced. The article presents the findings of the first phase of the study and concludes that the concept is relatively well established in the Spanish HE arena. Nevertheless, the presence of the term is unevenly distributed across the sector, as it is higher among public universities and distance education institutions.
- PublicationOpen AccessReconfiguración de Entornos Personales de Aprendizaje en Educación Superior(Universidad de Murcia, Servicio de Publicaciones, 2023) Fuentes Rodríguez, Cristhian ElizabethEl presente artículo deriva de un proyecto de intervención doctoral que promovió el desarrollo de la competencia investigativa en estudiantes de derecho mediante la reconfiguración de Entornos Personales de Aprendizaje (PLE). Se trató de una investigación-acción de naturaleza práctica. Constó de tres fases: 1) diagnóstico, 2) diseño del proyecto de intervención y ejecución, y 3) evaluación. Fueron nueve estudiantes de cuarto semestre de la licenciatura en Derecho, del Campus Jalpan de la Universidad Autónoma de Querétaro, quienes participaron en la reconfiguración de sus PLE; mediante entrevistas en profundidad y narrativas digitales los estudiantes compartieron su experiencia. Los resultados muestran que los PLE permitieron a los estudiantes aprender en cualquier momento y lugar e identificar para qué, dónde y de quién aprendían. En este proceso de reconfiguración fue necesario reconocer la autonomía y capacidad de los jóvenes para regular sus aprendizajes.
- PublicationOpen AccessPersonal Learning Environments : challenging the networked ecosystems with people agency(Universidad de Murcia, Servicio de Publicaciones, 2023) Castañeda, Linda; Attwell, Graham; Dabbagh, NadaPersonal Learning Environment (PLE) – as an idea, approach and concept – has demonstrated the potential to support a learner-centred digital learning ecosystem that is diverse, individualised, adaptive, integrated, transparent and skill-based. In a PLE, the locus of control shifts away from the institution to individuals, to the agency of individuals, helping them take control of their learning and build a personal cyber infrastructure and learning ecosystem that extends learning beyond the classroom, institution, or organisation’s boundaries using distributed and portable tools and bringing together both formal and informal learning. Understanding what a PLE is and reshaping educational systems to support PLE is more important than ever; as part of the process of refocusing learning and learning environments to prioritize people's agency in the current technological and social conditions. This special issue was conceived as an effort to collectively explore the pathways and challenges of adopting the PLE as a legitimate approach for self-education and lifelong learning and engagement in contextual change. The papers included have a variety of perspectives - theoretical reflections, conceptual analysis, literature reviews, learning and teaching experiences – from the learners’ point of view and from the instructors’ point of view, as well as tools for improving student experiences. They also include a review of projects that confront the challenge of PLE challenges, and propose research paths that explore different aspects of the implementation of the PLE. This issue brings together authors from different countries and provides data that broadens our view of the object of study and can enrich the discourse.
- PublicationOpen AccessPersonal Learning Environments as socio-technical systems : does decentralised data finally give us the right balance?(Universidad de Murcia, Servicio de Publicaciones, 2023) Rajagopal, KamakshiIn this conceptual article, I pose three claims on the data ecosystem of Personal Learning Environments (PLE). I argue that (i) the current centralised data ecosystem is inherently incompatible with the concept of a PLE; (ii) that mainstreaming this concept will involve a transition to a technical decentralised data architecture, with Personal Data Storage for learners; and (iii) that new governance structures are needed to ensure learners’ data creates value for learning and learners themselves. I support these claims by analysing the technological data ecosystem of a PLE under the lens of sociotechnical systems theory. I consider the centralised data and decentralised data (based on Solid - Social Linked Data) conditions to unravel in which ways social relations, power and agency are shaped by technological and organisational choices.
- PublicationOpen AccessAcademic tasks for fostering the PLE in Higher Education : international insights on learning design and agency(Universidad de Murcia, Servicio de Publicaciones, 2023) Castañeda, Linda; Marín, Victoria I.; Scherer Bassani, Patrícia; Camacho, Araceli; Forero, Ximena; Pérez, LucilaThe concept of Personal Learning Environment (PLE) is considered as a possible lens to understand and analyse learning conditions in different educational contexts from an ecological perspective, connecting with student's agency in their learning. Previous literature shows partial approaches on how it is implemented in higher education practice, which leave a research gap regarding how it is promoted from the learning design considering student agency. It is in this space that the present study is framed. Through a qualitative approach, semi-structured interviews have been conducted with 20 faculty members from 5 different countries, to find out about the educational tasks that promote the PLE in their courses. A sample of 34 academic tasks has been analysed through a coding system based on the learning design, the parts of the PLE and the student agency involved. The results show that the implementation of tasks for the promotion of the PLE still has room for improvement, affecting aspects of assessment, the promotion of metacognition and student self-direction. As conclusions, future lines of work that can be considered in practice and research on PLE are provided.
- PublicationOpen AccessExploring the effect of social media in Personal Learning Environments in the university settings : analysing experiences and detecting future challenges(Universidad de Murcia, Servicio de Publicaciones, 2023) Gil-Fernández, Raquel; Calderón-Garrido, Diego; Martín-Piñol, CarolinaThe concept of PLEs as connected learning and the shaping of them as a socio-material framework in which people learn, overlaps with the intrinsic characteristics of social media. Consequently, it is important to analyse how academic literature has treated the direct relationship between the two realities in the university sector. Accordingly, the objective of this work is to determine how this relationship has been treated with regards to contexts, authorship and positions, types of social media, objectives pursued, methodologies and results. Regarding methodology, we used the PICOC strategy to design the research questions and the PRISMA protocol to document the systematic review of academic production in SCOPUS and Web of Science between 2012 and 2021. We ultimately obtained a sample of 35 works. The findings show that use of media to build PLEs that meet users’ needs should be explored in greater depth and analysed by using particular methodologies to reach conclusions that help to drive them. Academic and professional promotion stand out among the major challenges in the use of social media in PLEs, as does the possibility of bringing together non-formal, formal, and informal areas to create learning.
- PublicationOpen AccessConverging Lenses : PLE diagrams, PKM Workflows and Scholarly Ontologies(Universidad de Murcia, Servicio de Publicaciones, 2023) Cosgrave, MikeThis paper reviews the emergence and development of three different perspectives on knowledge work – PLE (Personal Learning Environments), PKM (Personal Knowledge Management) and Scholarly Ontologies. Each is described briefly, followed by an overview of how they align and might usefully be used as approaches to introducing students to formal methods of knowledge processes in their learning. En este artículo se revisa la aparición y el desarrollo de tres perspectivas distintas para aproximarse al trabajo con el conocimiento: los PLE (Entornos Personales de Aprendizaje), las PKM (Redes de gestión del conocimiento) y las ontologías académicas. Cada una de las perspectivas se describe brevemente, y a continuación se presenta una visión general de cómo se armonizan, complementan y pueden ser útiles como enfoques para la introducción de los estudiantes en los métodos formales para procesar el conocimiento en sus diversos ámbitos de aprendizaje.
- PublicationOpen AccessPersonal Learning Environments : looking back and looking forward(Universidad de Murcia, Servicio de Publicaciones, 2023) Attwell, GrahamIn this paper I look back at the emergence of the idea of Personal Learning Environments (PLEs) and consider why they have failed to be widely adapted. I say there was a failure to understand the role of technology in the growing commodification and managerialism in education. I point to the links between MOOCs, Open Educational Resources and Open Education and PLEs and to a contradiction between commodification and managerialism, with increasingly standardized curricula and credentials and the flourishing of opportunities for learning especially for adults. I say progress in researching, developing, and implementing PLEs has to be viewed within the context of the wider development of educational technology and of the education and training system as a whole. Indeed, even this may be too narrow a perspective: one ambition for PLEs has been to support learning outside the formal education system and outside the classroom. I look at the growing use of Learning Analytics and Artificial Intelligence in education and consider how this might support PLEs. Finally, I refer to Neil Selwyn’s idea of ‘Ed-Tech Within Limits’ which would foreground the need to plan future education technology use with a primary aim of “coping with finiteness” and “seek to re-establish technology use in education as a shared and communal activity” as a response to the climate crisis. I suggest this could provide a point of reference for us to rethink Personal Learning Environments encompassing the ideas of equity and encompassing both radical pedagogies and the perspectives of previously marginalized interests and non-powerful groups.
- PublicationOpen AccessMetacognitive skills and emotions in the construction of Personal Learning Environments(Universidad de Murcia, Servicio de Publicaciones, 2023) Ramírez-Mera, Urith; Tur, GemmaThe metacognitive skills carried out during PLE development are linked to several different aspects, such as emotions and motivation which in turn contribute to students’ performance. This research is aimed at exploring the role of emotions in the learning experience of Higher Education students during the construction of their Personal Learning Environments (PLE) in Mexico. The study was carried out by means of a mixed research protocol in which the CAPPLE questionnaire and semi-structured interviews were implemented. Results based on the survey revealed that students’ motivation is linked to certain metacognitive skills during the planning phase of the self-regulated learning process. The interviews show that emotions related to happiness and surprise motivate students to develop their PLE, while emotions such as fear or sadness motivate to work harder in order to build up new skills and abilities. Conclusions reflect on the need to support both metacognitive and emotional processes for successful online learning and PLE construction.