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

Abstract

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. © The Author(s) 2024

Keywords

Author Keywords

Higher education online learning Self-regulated learning OSLQ Personal Learning Environment PLE

Index Keywords

Author Affiliations

School of Foreign Studies, Wenzhou University, Wenzhou, Zhejiang, China

Macao University of Tourism, Macau, China

Faculty of Languages and Translation, Macao Polytechnic University, Macau, Macao

Institute of Higher Education, Beijing Normal University, Beijing, China

Funding & Acknowledgements

National Social Science Fund of China, NSSFC

Grant: BGA210054

The first author received the National Social Science Foundation of China for Education General Program (BGA210054) for the research, authorship and/or publication of this article. /

National Social Science Fund of China, NSSFC

The first author received the National Social Science Foundation of China for Education General Program (BGA210054) for the research, authorship and/or publication of this article. /

References 10 References

1 Alvarez Sainz, María, Time management: skills to learn and put into practice, Education and Training, 61, 5, pp. 635-648, (2019)

2 Araka, Eric, Research trends in measurement and intervention tools for self-regulated learning for e-learning environments—systematic review (2008–2018), Research and Practice in Technology Enhanced Learning, 15, 1, (2020)

3 Project Taccle Vet Project, (2021)

4 International Journal of Virtual and Personal Learning Environments Ijvple, (2013)

5 Barnard-Brak, Lucy, Measuring self-regulation in online and blended learning environments, Internet and Higher Education, 12, 1, pp. 1-6, (2009)

6 Barrot, Jessie S., Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines, Education and Information Technologies, 26, 6, pp. 7321-7338, (2021)

7 Blaschke, Lisa Marie, Using social media to engage and develop the online learner in self-determined learning, Research in Learning Technology, 22, (2014)

8 Broadbent, Jaclyn, Technologies to Enhance Self-Regulated Learning in Online and Computer-Mediated Learning Environments, Handbook of Research in Educational Communications and Technology: Learning Design: Fifth Edition, pp. 37-52, (2020)

9 Bylieva, Daria S., Self-regulation in e-learning environment, Education Sciences, 11, 12, (2021)

10 Carrasco-Sáez, José Luis, Sociological importance and validation of a questionnaire for the sustainability of personal learning environments (PLE) in 8th grade students of the Biobío Region in Chile, Sustainability (Switzerland), 11, 5, (2019)

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

How to Cite