The impact of a Personal Learning Environment on Chinese postgraduates’ online self-regulated learning skills

• Xiaoshu Xu ^[1] ; Yujie Su ^[1] ; ilson Cheong Hin Hong ^[3] ; Yunfeng Zhang ^[4] ; Tengteng Zhuang ^[2]
  1. [1] Wenzhou University

     Wenzhou University

     China

     
  2. [2] Beijing Normal University

     Beijing Normal University

     China

     
  3. [3] Centre for Teaching and Learning Enhancement and Institute for Tourism Studies
  4. [4] Macao Polytechnic University

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• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 47, Nº 1, 2024, págs. 173-205
• Idioma: inglés
• DOI: 10.1177/02103702231225382
• Títulos paralelos:
  • Impacto de un Entorno Personal de Aprendizaje en las aptitudes de aprendizaje autorregulado en línea de estudiantes de posgrado en China
• Enlaces
  • Texto completo
• Resumen
  • español

    Este estudio investiga el impacto de un Entorno Personal de Aprendizaje (Personal Learning Environment, PLE) en el desarrollo de capacidades de aprendizaje autorregulado (self-regulated learning, SRL) de una muestra de estudiantes de posgrado en China. Los 213 participantes fueron distribuidos entre un grupo experimental (n = 113), que utilizó una plataforma PLE diseñada por el equipo investigador, y un grupo de control (n = 100) que recibió una enseñanza presencial convencional. Todos los participantes se habían inscrito a un curso de preparación para el examen de inglés IELTS (International English Language Testing Systems). En el estudio se adoptó un enfoque de método mixto y se utilizó el cuestionario OSLQ (Online Self-Regulated Learning Questionnaire) para analizar las experiencias de SRL, así como informes semanales de los estudiantes sobre sus logros. Los resultados muestran mejoras en la capacidad de SRL de ambos grupos, aunque mayores en el grupo experimental. Los resultados cuantitativos y cualitativos reflejan resultados excelentes de los participantes en términos de logros pero también dificultades con la gestión del tiempo, la búsqueda de apoyo y la capacidad de autoevaluación. El estudio confirma la influencia positiva del PLE en la capacidad de SRL de los participantes, con implicaciones para el diseño de la educación en línea y sobre el potencial de los PLE para fomentar las capacidades de SRL en contextos de aprendizaje en línea.

  • English

    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.

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