Learning paths design in personal learning environments: The impact on postgraduates’ cognitive achievements and satisfaction

The impact of a Personal Learning Environment on Chinese postgraduates’ online self-regulated learning skills / Impacto de un Entorno Personal de Aprendizaje en las aptitudes de aprendizaje autorregulado en línea de estudiantes de posgrado en China

“…In sum, results indicated that time management, help-seeking and self-evaluation skills were areas where learners struggled. PLEs utilizing a system-based learning path and timely feedback (Xu et al, 2023) might address these challenges. PLEs were confirmed to be a promising approach for promoting SRL skills in online learning contexts.…”

“…Taking reference from the learning-path design proposed by Xu et al (2023), the experimental group learners were provided with scaffolding from both the system and their teachers. These scaffolds were adaptable to the learners’ individual needs and the characteristics of the task at hand.…”

“…The OSLQ questionnaire contained 24 Likert scale items (1 = 'strongly disagree' to 5 = 'strongly agree'), categorized into six subscales: goal-setting, environment-structuring, task strategies, time management, help-seeking and self-evaluation (see Barnard et al, 2009). As the OSLQ is being applied to a new population, validation by means of Exploratory Factor Analysis (EFA) is necessary (Svensson, 2011), while (Xu et al, 2023).…”

“…El OSLQ incluye 24 ítems con escalas tipo Likert (1 = 'totalmente en Figura 3. Diseño de la intervención en la plataforma PLE (Xu et al, 2023).…”

“…Tomando como referencia la trayectoria de aprendizaje propuesta por Xu et al (2023), los estudiantes del grupo experimental recibieron andamiaje tanto del sistema como de las docentes. Este andamiaje se adaptó a las necesidades individuales de los estudiantes y a las características de cada tarea.…”