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 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 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 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.