In recent years, the landscapes of teaching and learning has changed because of the utilization of information and communications technologies. In this context, the most illustrative innovations are Learning Management Systems (LMS) and Personal Learning Environments (PLEs). Despite of the LMS and PLEs popularity in ed-ucational contexts as well as the expand set of tools and services that they offer to learners and teachers; they are still in fancy stages. In order to present the challenges Personal Learning Environments were presented; however, it is obvious that PLEs will not replace LMS. Therefore, both types of environments should coexist and interact. In this manner, the current study took teachers’ perspective on integrating the third generation LMS into PLEs. In addition, this study conducted to find out the teachers’ perspective on how the LMS could enhance PLEs in terms of planning before applying the PLE's; designing a framework in the PLE’s; imple-menting the PLEs; interacting in PLEs; managing the learning process through the PLEs and utilizing technolo-gy in PLEs. The participants of the study were 575 teachers who were selected randomly from Saudi Arabia schools. The findings of this study found that teachers must apply a positive teaching approach, holding that knowledge is composed upon student-to-student interaction as well as student-to-teacher interaction. Further-more, this study revealed that teachers must enterprise, deliver, and support K-12 online learning.

A personal learning environment (PLE) is known as a crucial support for educators who lead learners through the process of collection, creation, and organization of personalized learning tools. In this manner, the learner can interpret a variety of new tools in their own interest, which makes the learning process easier. The PLE approach represents a considerable movement away from traditional learning, where learners are considered consumers of information through isolated channels, particularly learning management systems (LMSs), to a model where learners draw significant connections from numerous resources that they choose. Thus, educational settings have implemented LMSs fully into their respective learning contexts. In this sense, LMS is identified as a learning platform that helps learners and educators submit assignments, share ideas, and communicate through webbased systems with numerous benefits. Under these circumstances, self-regulation is addressed as a significant component that explains how learners build and manage PLEs and come up with more choices; they take ownership of their own learning and enhance self-regulated learning (SRL) practices. On this occasion, there is a belief that teachers can utilize LMSs to shift from passive to active learning and to improve self-reflection (SR). Therefore, considering all the above issues, the current study examines integrating a third-generation LMS to enhance learners' SR. This study considered PLEs by utilizing Zimmerman's SRL model to investigate the integration of the third-generation LMS. SR is applied in this study in the form of a pretest and posttest following the involvement of the PLE course, which was designed and applied during the COVID-19 pandemic. Finally, the experimental findings of the current study formulated a model of SR factors in PLEs through the LMS platform with partial least squares structural equation modeling (SEM) before and after the intervention.