Do College Students Adapt to Personal Learning Environment (PLE)? A Single-Group Study

Abstract

Home-based online learning is a typical application of personal learning environment. Understanding the adaptability and characteristics of college students in the personal learning environment (PLE) can effectively tap the potential of online courses and provide valuable references for learners' online and lifelong learning. In this single-group study, 80 college students received a 90-min selfregulated learning training. In pre-and post-class evaluations, media multi-tasking self-efficacy, perceived attention problems, self-regulation strategies and learning satisfaction are used as key variables in online learning to assess their personal learning environment adaptability and characteristics. Using descriptive statistics and one-dimensional intra-group variance to analyze the data, it was found that: Learners have a moderate degree of attention deficit in their personal learning environment, which is manifested in three aspects: perceived attention discontinuity, lingering thought, social media notification.; Under simple training or natural conditions, students have poor adaptability in the personal learning environment, and their behavior perception and behavior adjustment levels have improved, but they have not yet reached expectations; Participation in online learning has significantly increased the application of learners' self-regulation strategies, especially the application of behavior strategies.

Academic tasks for fostering the PLE in Higher Education: International Insights on Learning Design and Agency

“…After almost two decades of the development and study of the PLE concept (Serhan & Yahaya, 2022), educational practices around the PLE development are still understudied . Some studies present a partial approach to the concept of PLE in different study levels, some of them focusing on the development of concrete competencies as the digital competence, the learning to learn competence, or specific approaches to teachers' professional development (Chen et al, 2021;Korhonen et al, 2019;Ramirez Ramos, 2022;Xu et al, 2020). Nevertheless, how the academic tasks are configured to foster students' PLE is not fully shared and studied (Cosgrave, 2021;Perifanou & Economides, 2021).…”