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This study presents a panoramic overview of research conducted between 2010 and 2020 on how the Personal Learning Environment (PLE) supports Self-Regulated Learning (SRL). We elaborate on why the PLE is suitable for SRL, discuss its research themes, explain how the PLE supports SRL and outline the available PLE platforms. The review method we used includes defining keywords, creating inclusion and exclusion criteria, selecting data sources, collecting relevant articles and performing content analysis and synthesis. This study categorises four main findings. The first is that there are four PLE research themes: adoption; integration; model, architecture and framework; and recommenders. The PLE is suitable to support SRL because they share similar ideas regarding personalisation and ownership, the need to integrate formal and informal learning and the need for student-centred learning environments covering flexibility and features. Furthermore, the PLE acts as a tool and a recommender for students. The final finding is that the available PLE platforms have the following characteristics: they act as a personal assistant; they support students in planning, monitoring and evaluating the learning process; they promote collaboration between students; and they act as a widget-based application. Finally, this study also proposes future research topics. [ABSTRACT FROM AUTHOR]

This study examines the potential effect of incorporating personal learning environment-based instruction on young EFL learners' writing performance. A quasi-experimental design was used as two intact sixth-grade sections of twenty pupils each from Juffein Primary School for Boys in the Directorate of Education of the Koura District, Irbid (Jordan) constituted the sample of the research. With a toss of a coin, one section was assigned as the control group and the other as the experimental group. A ten-week instructional treatment based on the creation of individual personal learning environments was designed and implemented with the experimental group following proper validation procedures. The control group was instructed using the guidelines of the prescribed Teacher's Book. A writing test was also designed, validated, and administered to all 40 participants before and after the treatment. The findings revealed that the experimental group outperformed the control group with statistically significant differences found between the two groups in both overall writing and writing features (viz., ideas, organization, sentence fluency, conventions, and legibility). Relevant recommendations and pedagogical recommendations are put forth. [ABSTRACT FROM AUTHOR]

This study investigated the impact of Personal Learning Environments (PLE) on the development of self-regulated learning (SRL) skills among postgraduate learners in China. 213 participants, divided into an experimental group (n = 113) using a researcher-designed PLE platform and a control group (n = 100) employing face-to-face instruction, joined a course on International English Language Testing Systems (IELTS). A mixed-methods approach was adopted, utilizing the Online Self-Regulated Learning Questionnaire (OSLQ) to explore SRL experiences, and weekly goal-achievement reports. Results demonstrated improvement in SRL skills in both groups, with the experimental group exhibiting significantly greater gains. Quantitative and qualitative results revealed that participants excelled in goal fulfillment but struggled with time management, help-seeking and self-evaluation skills. The study confirmed the positive influence of the PLE on postgraduates' SRL skills, with implications for online learning design and the potential for PLEs to effectively promote SRL skills in online learning contexts. [ABSTRACT FROM AUTHOR]

Presently, learning is more flexible, personal and has richer learning resources. In the digital era, students use digital tools in almost all aspects of learning, such as seeking information, note-taking, discussion and communication, which is in line with personal learning environments. Therefore, this study proposes a conceptual model of the personal learning environment. The design science research framework is applied as a research guide to guarantee that the proposed model is relevant to our research statement, and the model design is rigorously grounded in relevant theory and methodology. The researcher conducted a systematic literature review and content analysis of relevant articles to identify the components of the personal learning environment and then proposed an initial ontology-driven conceptual model. Activity theory is used as a qualitative framework for preliminary evaluations of the resulting artefacts. The proposed conceptual model comprises four dimensions, including personal, technological, organisational and social, as well as teaching and learning. The implications of the proposed model are to equip teachers, developers, researchers and policymakers in understanding the design and promoting personal learning environments. [ABSTRACT FROM AUTHOR]

The study aims to develop and validate a rubric from the teacher and teaching perspective to guide effective teaching in the personal learning environment context in tertiary education (PLER-TT). A qualitative-quantitative sequential mixed-method design was used for the instrument validation. A sample of 406 participants was drawn from twelve different universities and colleges across China. The final version of the PLER-TT was composed of three categories and thirteen items: online communication self-efficacy, with six items; appropriate platform design, with three items; and whole-learner development, with four items. The PLER-TT could be used as the benchmark for tertiary educators and administrators in enhancing teaching in the PLE context. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to provide adaptive access to learning resources in the digital library. Design/methodology/approach: A novel method using ontology-based multi-attribute collaborative filtering is proposed. Digital libraries are those which are fully automated and all resources are in digital form and access to the information available is provided to a remote user as well as a conventional user electronically. To satisfy users' information needs, a humongous amount of newly created information is published electronically in digital libraries. While search applications are improving, it is still difficult for the majority of users to find relevant information. For better service, the framework should also be able to adapt queries to search domains and target learners. Findings: This paper improves the accuracy and efficiency of predicting and recommending personalized learning resources in digital libraries. To facilitate a personalized digital learning environment, the authors propose a novel method using ontology-supported collaborative filtering (CF) recommendation system. The objective is to provide adaptive access to learning resources in the digital library. The proposed model is based on user-based CF which suggests learning resources for students based on their course registration, preferences for topics and digital libraries. Using ontological framework knowledge for semantic similarity and considering multiple attributes apart from learners' preferences for the learning resources improve the accuracy of the proposed model. Research limitations/implications: The results of this work majorly rely on the developed ontology. More experiments are to be conducted with other domain ontologies. Practical implications: The proposed approach is integrated into Nucleus, a Learning Management System (https://nucleus.amcspsgtech.in). The results are of interest to learners, academicians, researchers and developers of digital libraries. This work also provides insights into the ontology for e-learning to improve personalized learning environments. Originality/value: This paper computes learner similarity and learning resources similarity based on ontological knowledge, feedback and ratings on the learning resources. The predictions for the target learner are calculated and top N learning resources are generated by the recommendation engine using CF. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic made the most of universities' teaching staff involved in emergency distance learning. Yet, about 80% of the staff was unfamiliar with the distance technologies, especially with the process of distance learning. The previous experience of preparing teachers to distance learning has revealed the presence of significant psychological barriers to synchronous and asynchronous communication. At the same time, the system of refresher training almost does not help due to the excessive workload of teachers. The paper offers an option for training tutors, in which the university teachers are provided with access to general-purpose distance courses created by experts. Teachers register in the distance course "Practicum of the Tutor " where they master the theories and technologies of distance learning and gain practical skills during conducting classes with their students, who are registered in the above mentioned courses. Such training resembles the on-the-job training, which is very popular in Western countries. The " Practicum of the Tutor" course was delivered to 74 teachers. 11 teachers have successfully completed the course, among them 7 teachers have involved 132 students in expert-made distance courses. The research demonstrated the effectiveness of training tutors on the basis of high-quality expert-made distance courses with the participation of their developers and the simultaneous conduction of the learning process with students. The experience of on-the-job training is used to support teachers in the course "Practice of blended learning" during the semester. The results of the student survey were discussed at a Round table at the Institute. The attention of teachers who develop and work with distance courses was focused on the problems indicated in the questionnaire, and the ways to further improve the educational web resources of the Institute were developed.

The growing ubiquity of web 2.0 has created a new paradigm shift from traditional education methods and strategies to student-centered Personal Learning Environment (PLE) methods and networks. The PLE is an emerging learning concept that relies on the student's personal needs and preferences to create an individualized and flexible learning environment space. In this study, we focused on understanding the digital practices of learners beyond the frontiers of their university to discover their intentions behind the use of their PLEs and the activities and tools that they use to achieve their learning objectives. Analysis of the data from an online survey and interviews highlights different profiles in terms of the design and use of PLEs. Thus, we find that the use of the PLE is an emerging practice that aims to help learners to facilitate their academic studies. The design of a PLE is a challenging task based on the user's technological and social skills. [ABSTRACT FROM AUTHOR]

The article describes the use of the Alterozoom hardware and software system in the educational process. The Alterozoom hardware and software system is built as a system of personal information systems interacting via a cloud service. Personal information systems are a set of tools that allow the user to organise a personal information space, which along with multimedia documents, organised into knowledge bases, documents include interfaces of smart things, which are combined into complex personal Internet of Things systems. Personal information systems can be used for educational purposes in the form of personal learning environments which contain both virtual objects (user documents) and images of real objects in an integrated form. Integration of virtual and real objects allows organizing educational materials that provide a visual (interactive) representation of the studied subjects of the natural science cycle in conjunction with the study of information technology, which makes a meaningful representation of real world objects and processes possible.

Learning English consists of four skills that students need to master: reading, writing, listening, and speaking. However, in EFL contexts, listening is found to be the most challenging and problematic skill for those students who encounter different kinds of listening problems. In order to improve Thai EFL students’ listening performance during the COVID-19 pandemic, a two-week research project was conducted both to measure the levels of student engagement and to explore their opinions towards an online Personal Learning Environment (PLE) focused on extensive listening activities. A mixed-methods research design was applied, which included a pre-questionnaire for the purpose of designing the online PLE platform and listening materials, and a post-questionnaire to measure student engagement. Additionally, a semi-structured interview was used to investigate students’ opinions towards the online PLE. The results showed high levels of student engagement in all three dimensions; behavioral, cognitive, and emotional. Students had positive opinions towards the online PLE because they found it enjoyable. Self-regulated and tailor-made learning also served to improve knowledge of vocabulary and pronunciation despite some personal problems with time management and internet connectivity during the project. These findings raise implications for educators, policymakers, and educational technology developers to consider when offering online PLEs for students’ self-regulated learning. [ABSTRACT FROM AUTHOR]

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia 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.)

Digital transformation accelerates the undertaking of online learning at various levels of education. Online learning mandates students to have high self-regulation skills. Therefore, self-regulated learning (SRL) plays an important role in the education field. The third wave of SRL measurements suggests how measurement is applied concurrently with the intervention. This study proposes a learning diary that we call Diaria to take part in the third wave. Diaria was developed using a user-centred design with three phases: design research, design prototype, and design evaluation. Usability testing was selected as an evaluation design method involving 30 participants. The evaluation results were examined based on several categories, including distribution of the System Usability Scale score, issues, task performance, and potential solution. An initial investigation of the impact of learning diaries on students' SRL skills was carried out as a pilot study. This experiment involved 24 participants in a linear algebra course. The interview method was applied to collect data, followed by a thematic content analysis to understand the resulting transcripts. The results showed that the prototype has good usability. In addition, recommendations for improvement are suggested. Further, the pilot study has shown that there are various student learning strategies and advantages to a learning diary and has provided valuable notes for the main study. [ABSTRACT FROM AUTHOR]

The way in which informal learning in a Personal Learning Environment (PLE) is coordinated is poorly understood. Conversation – with teachers, friends or family – contributes to the processes involved in meaningfully negotiating resources. While institution-centric education creates contexts for conversations and codifies educational attainment, the institution cannot directly codify personal understanding. Through analysing patterns of personal construct-making we visualise the emergence of personal understanding, showing how this might be codified by the person, not the institution. A transdisciplinary module designed to produce personalised learning is studied. This module features dialogical activities coupled with a comparative judgement technique where learners repeatedly compared pairs of documents over time saying which they found more interesting. We visualise this data showing how it is possible to track "constructs" as patterns which emerge as learners express their judgements over time. Our analytical technique draws on the biological and mathematical theory of "anticipatory systems" alongside Kelly's Personal Construct Theory. Drawing on Kelly, we argue that meaning is attributable to patterns of anticipation. These patterns are discerned through identifying shifts in information entropy in engagement with the software alongside analysis of learner reflections over time. These demonstrate both patterns of development and differentiation among learners. [ABSTRACT FROM AUTHOR]

This research investigates the role and conditions for the utilization of Massive Open Online Courses (MOOCs) in the modern educational system. The study aims to identify the evolutionary stages in the development of MOOCs, highlight the tools employed in their organization, determine the roles of the learning participants within MOOCs, and analyze the outcomes of implementing MOOCs. The research focuses on the development and proliferation of MOOCs in both global and domestic educational practices. The subject of investigation encompasses the conditions for using MOOCs in worldwide and national educational contexts. The research methodology includes analyzing regulatory acts, government programs, scientific publications, articles, monographs, and materials from scientific conferences and seminars. The findings explore the history of MOOC creation and dissemination, tracing the evolutionary transition from open content to open learning processes. The concept of a "personal learning environment" is examined, highlighting the social services involved in its formation. Practical achievements, experimental evidence, and statistical data on organizing the learning process within open distance courses are analyzed. The main conclusions and recommendations emphasize that MOOCs represent a new and underexplored method of education, incorporating novel approaches and social services that are constantly evolving. Successful implementation requires addressing key issues such as selecting and evaluating open content, assisting students in organizing activities with open content, and more. Additionally, broader questions arise, including the suitability of certain subjects for open distance courses, the integration of MOOCs into traditional teaching approaches, and the necessary pedagogical skills for conducting open distance courses.

Online distance learning, on the one side, makes the learning process more efficient and flexible. However, on the other hand, it produces learning loss within a particular educational period and makes students less enthusiastic about building a collaborative attitude. In general, online learning platform providers have provided support for collaboration activity features, but in reality, they have not been able to support effective interaction. Experts believe that using the Personal Learning Environment (PLE) as an IT tool in the learning process can help create an effective online collaboration environment. This study found that PLE was proven to increase collaborative activities in online learning significantly. The reflection feature is the type of PLE that has the most significant influence on creating a good collaboration environment. The research also found that suitable collaborative activities can increase students' understanding of TVET pedagogy. [ABSTRACT FROM AUTHOR]

Copyright of RED - Revista de Educación a Distancia is the property of Universidad de Murcia 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.)

Spain is one of the countries with the greatest number of unaccompanied foreign minors (UFM) whose educational and social inclusion is a challenge and a priority. The present research considers the use of tools and strategies as fundamental for the inclusion of minors and improvement of their personal learning environment (PLE): self-concept of the learning process, planning and management of this process, and communication and social interaction. Thus, a quantitative, descriptive and cross-sectional study is presented that seeks to answer the question: What perception do unaccompanied foreign minors have of their personal learning environment and what sociodemographic variables influence these perceptions? The sample was formed by a total of 592 UFM aged between 11 and 17 years old. The main finding was that this group perceived their personal learning environment to be characterised by acceptable levels of the four main pertinent dimensions: (1) self-concept of the learning process (x̄ = 3.97); (2) planning and management of learning (x̄ = 3.72); (3) use of resources and tools (x̄ = 3.31); (4) communication and social interaction (x̄ = 3.71) (all considered on a 5-point scale). Personal learning environment was significantly determined by variables including the use of applications, age and language. As a main conclusion, there remains a lot of work to be done by institutions in order to improve the dimensions linked to PLE's and promote the educational and social integration of minors. [ABSTRACT FROM AUTHOR]

With the introduction of digital technologies in education and the diversification of learning modalities, research has sought to identify the characteristics of each modality in order to develop successful learning. The Personal Learning Environment (PLE) is a developing concept that takes advantage of digital technologies and their implications in different modalities. This research aims to identify how the educational modality contributes to the development of PLEs in higher education. We compared two case studies in online and face-to-face contexts in Mexican higher education through a case survey methodology using a questionnaire and a descriptive statistical analysis of five categories: self-perception, management of information, management of the learning process, communication and learning experience. Results show that online students focus on the use of information management skills and on self-regulation of the learning process, whereas face-to-face students are oriented towards the use of communication skills. In conclusion, we identify two PLE profiles whose main differences arise from the students’ learning approaches, one based on social interaction and the other guided by learning aims, two aspects that may contribute to the development of learning strategies for transition between modalities. Finally, we contribute to the support of face-to-face learning in virtual environments and emergency remote teaching.

Digital child and youth research is often conducted in schools involving minors. Corresponding research designs raise two related sets of problems: Ethical issues with regard to working with vulnerable groups like children and adolescents and access to these groups. The latter pertains to the concept of gatekeeping which is an ethical issue in and of itself if certain groups or areas of research are systematically excluded from empirical research and, consequently, from the resulting benefits. Thus, our study examines how perceived ethical challenges influence gatekeepers’ decisions to grant or deny access to investigate a potentially problematic topic: pupils’ group communication. We addressed this research question empirically via semi-structured in-depth interviews with eight educational gatekeepers in Germany inquiring their attitudes on research in schools in general and on the specific topic of pupils’ group communication via instant messaging as an exemplar of digital child and youth research. Approaching the question from two perspectives (procedural ethics and ethics in practice), we identified hierarchical power structures within multiple levels of gatekeeping and revealed rationales to deny access based on ethical considerations with regard to the given scenario of pupils’ group communication.

The rapid emergence of new technologies and increasingly widespread access to the internet promote the massive use of ICT. Thus, building and developing personal learning environments (PLEs) provides the skills required to self-direct the learning process. The objective of this study is to analyse how university students in Costa Rica in their final year of study perceive self-directed learning, and to evaluate the relationship between PLEs and academic performance. A non-experimental and transactional correlational approach was used. A questionnaire with different scales was applied to a stratified probabilistic sample (n = 1187) of students on 51 study programs at the Universidad Nacional. The results show a high level of acceptance of self-directed learning. However, although a great desire to learn and a high degree of self-control were identified, the student body requires more guidance in acquiring skills surrounding self-management in learning. At the same time, a slight and positive relationship between this educational approach and the PLE was noted. Last, significant differences were seen in the student body’s academic performance depending on their response to self-directed learning. [ABSTRACT FROM AUTHOR]

Copyright of ScienceRise: Pedagogical Education is the property of PC TECHNOLOGY CENTER 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.)

Although the genesis of connectivism as a theory of learning in the digital age dates back to the early 2000s, in Polish pedagogy this concept remains relatively unknown, sparse in academic debates, and downright rare in empirical research. The main purpose of the article is to present the knowledge and opinions of Polish teachers regarding connectivism. To what extent do Polish teachers know the theory of connective learning? Which of its assumptions do they see as key? To what extent are they willing to apply these assumptions in practice as a path or tool for developing their own professional competences? These research questions were the basis for a survey, the presentation of which constitutes the backbone of this article. The research indicates a clear cognitive dissonance in the minds of the teachers surveyed: the gap between the perception of the potential values of connectivism and the ability/readiness to use its tools in their own learning. The summary of the text contains conclusions for in-service teacher training, which needs to be reorganized to include the most valuable connected learning instruments so as to provide teachers with the skills necessary for successful self-regulated learning in the digital age.

This work proposes a line of innovation to implement possible uses for the e-portfolio in higher education. We present an initial framework for analysis with attention to three main arguments: the validity of the interest of the e-portfolio for higher education in light of the current challenges posed by the knowledge society; the relevance of complex change management within organisations such as universities; and the identification of critical elements in the relevant literature concerning experiences similar to the case analysed here. The milestones for the line of innovation include six projects and three teacher training courses. Once data had been gathered in the respective assessment phases for each milestone by means of document analysis techniques (e-portfolios, teaching materials, usage statistics), questionnaires, discussion groups, in-depth interviews, and self-assessments (responsible academics, teachers, and students), a global analysis of the whole line was conducted from a complex approach to the problems of teaching change and innovation. A technological, political and cultural reading of innovation reveals emerging problems to reconsider: the attainment of deep learning; the standardisation of academic tutoring; the formation of learning and practice communities; the reconceptualisation of the e-portfolio as a personal learning environment; and the transformation of the university institution as a learning organisation. The premature condition of higher education to deal with the change in the teaching paradigm and the urgency to revisit its innovation policies to overcome it stand out among the critical conclusions of this study. Received: 27 April 2021 Accepted: 27 October 2021

Introduction. The paper presents the results a study of the implementation of individual educational routes in students’ autonomous foreign language study at a non-linguistic university. Factors determining student motivation and satisfaction with the autonomous study using the Rosetta Stone Advantage platform were considered. The purpose of the study was to find out how tutors manage autonomous work and what ICT tools are used in this process. The relevance of this study is determined by the importance of the implementation of electronic platforms in the process of teaching foreign languages, as well as the need to investigate new forms of management used by tutors in the process of monitoring individual learning activities in electronic educational environment. Materials and Methods.The following methods have been used in this research: a survey with Likert scale, data analysis, semantic interpretation of data and graphical representation of data. The empirical basis of this study includes the results of the survey of students of the Institute of Distance Learning and Open Education at the Financial University under the Government of the Russian Federation (Moscow). Results. In the present article it is shown that students can benefit from the integration of electronic platforms in foreign language learning since it provides them with excellent opportunities to choose their own educational content that takes both their professional interests and their present level of foreign language proficiency into account. However, although most students are motivated to use electronic educational platforms in their autonomous work, they need assistance. Tutors play an important role in the organisation of this type of educational activity in terms of explaining how to work with the platform, helping students to choose individual learning routes and providing motivation. Using various ICT tools of pedagogical management, tutors monitor the process of autonomous work and control its results; thus, the individual work of students becomes more ef ficient. Discussion and Conclusion. The results of the research and the discussion of these results with colleagues at scientific conferences and methodological seminars help to determine future perspectives for the successful use of pedagogical management tools in the process of autonomous study on electronic educational platforms. The results of the research have practical value for teachers of foreign languages working in the electronic educational environment.

El propósito de la investigación fue integrar el Moodle con las herramientas de la web 2.0 más utilizadas en los procesos de enseñanza aprendizaje de forma conjunta. Se seleccionaron Anki, Cmap, Etherpad, Facebook, Google Scholar, Kahoot, Skype, Solver Simple, Twitter, Wolfram Alpha, Wordsift y YouTube por su enfoque educativo, ser interdisciplinarias y la facilidad de uso. Se analizaron los distintos tipos de extensiones que se pueden desarrollar para Moodle y sus funcionalidades y se determinó que la extensión bloque es la adecuada para integrar el Moodle con varias tecnologías a la vez. El bloque se implementó en el lenguaje de programación PHP. El plugin “Tecnologías Web” crea un ambiente tecnológico centrado en el alumno y guiado por el profesor. Este incorpora todas las herramientas, contenidos y personas involucradas en la parte digital del proceso educativo. Además, convierte al Moodle en un Entorno Personal de Aprendizaje.

National culture has been an influential framework for comparative and international research. However, current theories suggest that people and societies are rather more complex constructs than their cultural layer. This work is based on a previous study in which, when students from Spain were compared to German students, the former showed higher levels of identity with their blogs and learning impact. The current study is a step forward as it presents the differences in identity and learning impact in blogging between Spanish and Israeli student teachers and offers a mediation model in which the relationship between culture and learning is mediated by the identity factor. The results show that Spanish student teachers feel more identified with their blogs and thus perceive a greater learning impact. Accordingly, this work suggests that blogging could act as learning spaces that may raise students’ identity with their learning products and their self-perceived learning impact.

Введение. На основе обоснования актуальности поиска новых средств и технологий для организации самостоятельной деятельности обучающихся выделяется проблема построения современной методики ее организации в системе профессиональной подготовки. Материал и методы. В методологическом плане решения проблемы предложено уточнение понятийного аппарата: самостоятельная работа понимается как совокупность самостоятельных целевых деятельностей, каждая из которых в свою очередь составляется из системы (базы) действий. При этом под умением самостоятельной работы в процессе обучения предлагается понимать умение обучающегося выполнять (воспроизводить) построение системы самостоятельных деятельностей и осуществлять действия, входящие в эти деятельности, для надежного достижения поставленной образовательной цели. В рамках приведенного толкования на основе анализа и сравнения (сопоставления) совокупности использованных самостоятельных действий и структуры системы самостоятельной деятельности при выполнении самостоятельной работы выделены следующие ее характеристические особенности: 1) индивидуализация, которая будет проявляться и фиксироваться в наборе использованных студентом доступных действий, составляющих самостоятельную деятельность, и особенностях структуры самостоятельной работы как системы самостоятельных деятельностей; 2) необходимость обеспечения корпоративного профессионального общения. Результаты и обсуждение. В контексте компетентностного (с учетом содержательной и деятельностной конкретизации и детализации компетенций) подхода предложена идея проектирования методики организации самостоятельной работы студентов, в основу которой заложена реализация информационно-развивающего подхода для формирования информационного поля состава самостоятельных деятельностей. В качестве основного средства формирования умения самостоятельной работы и формирования информационного поля самостоятельных деятельностей предлагается использовать взаимодействие облачных персональной образовательной среды преподавателя и личных сред обучения студентов. Заключение. С позиции предложенной методологии при реализации компетентностного подхода для построения методики самостоятельной работы уровни умения самостоятельной работы предлагается определить следующим образом: уровень знаний действий; уровень умений выполнять действия; уровень знаний деятельностей с действиями, составляющими самостоятельную работу; уровень осуществления деятельностей с действиями, составляющими самостоятельную работу (включая конструирование и моделирование системы деятельностей).

Background: Personal learning environments are the networks of tools, activities, and connections that each person uses for their learning. Although there have been increasing numbers of studies, measurement instruments in this regard are still limited. The aim of this study is to construct and validate a scale to assess the activities that make up Personal Learning Environments. Method: The sample comprised 1,187 students in their final year of undergraduate degrees. 64% were women and 36% men, with a mean age of 24 and a standard deviation of 4.21 years. Results: The scale consists of 27 Likert-type items responding to three factors according to the theoretical construct reviewed, and produced high coefficients in internal consistency tests. Conclusions: The analyses demonstrate a valid instrument with solid psychometric properties. More specifically, the results indicate suitable content validity. Exploratory and confirmatory factor analyses indicate appropriate construct validation, with consistency between the theoretical and factorial model. [ABSTRACT FROM AUTHOR]

Due to the Covid-19 outbreak in Indonesia the Government urged students and lecturers to conduct the learning process from home through an online system called #studyfromhome. The architecture undergraduate students in this study were millennial students who used digital technology on a daily basis. This study was conducted to determine the role of social media, as well as millennial students' preferences and feedback on the use of social media as learning tools to create a personal learning environment (PLE). Questionnaires were distributed online to students of Class of 2017 and 2018, out of whom 115 respondents provided their feedback. The results of the study showed that the students of the Architecture Study Program at Udayana University in Bali were fond of using social media especially audio-visual applications for learning activities. In addition, very positive feedback was also provided in terms of knowledge sharing and creativity, acquisition of information, and submission of assignments. Social media were considered more student-friendly. This condition was relevant to the characteristics of the millennial students who were independent learners, and facilitated the creation of PLE. Dealing with the new approach, the students hoped that social media could be used in a better manner as architecture learning platforms. [ABSTRACT FROM AUTHOR]

Any research focusing on the teaching-learning process must focus on the learner, by mobilizing the various devices to facilitate and optimize learning. In this context, we introduce the integration of educational technologies into a personal learning environment (PLE). The PLE has significant potential for learning; namely self-construction and self-management of knowledge. According to Attwel (2007b), the development and improvement of PLE will lead to drastic changes in the way we use educational technology, as well as in the organization and ethics of education. With the present contribution, we try to modelize the PLE of students within institutions of higher education in Morocco. Based on data from a questionnaire put online using google forms, we have found that digital devices are ubiquitous in the daily lives of learners, but their practices are limited to distracting uses, and that the institutional framework remains more basic to manage their learning. The purpose of this study is to develop learning autonomy and to improve the way of using technologies through our student’s conception of the PLE. [ABSTRACT FROM AUTHOR]

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This article presents a case-study of two distance learning courses, in order to address the question of universal adoption of mobile devices and applications by students, and the impact of these devices in personal learning environments (PLEs). First, a critical discussion of the value of these concepts in the current technological context was carried out, followed by an analysis of their impact on educational use, based on data collected in online courses on physics and statistics at Universidade Aberta, the Portuguese Open University. The results indicated that all students have adopted mobile learning, and the make-up of an individual’s PLE depends more on the learning resources available rather than on gender or age. These findings can help provide more efficient ways to implement learning by connecting current social needs to learners’ mobile PLEs, particularly when flexibility of time and space are of utmost importance. Further studies at the Portuguese Open University will address a larger and more balanced sample of students across more course units. [ABSTRACT FROM AUTHOR]