Research Article
Do College Students Adapt to Personal Learning Environment (PLE)? A Single-Group Study
@INPROCEEDINGS{10.1007/978-3-030-72802-1_3, author={Changsheng Chen and Xiangzeng Meng and Junxiao Liu and Zhi Liu}, title={Do College Students Adapt to Personal Learning Environment (PLE)? A Single-Group Study}, proceedings={Big Data Technologies and Applications. 10th EAI International Conference, BDTA 2020, and 13th EAI International Conference on Wireless Internet, WiCON 2020, Virtual Event, December 11, 2020, Proceedings}, proceedings_a={BDTA \& WICON}, year={2021}, month={7}, keywords={Personal Learning Environment (PLE) Online learning Self-regulated learning Single-group design Attention deficit}, doi={10.1007/978-3-030-72802-1_3} }- Changsheng Chen
Xiangzeng Meng
Junxiao Liu
Zhi Liu
Year: 2021
Do College Students Adapt to Personal Learning Environment (PLE)? A Single-Group Study
BDTA & WICON
Springer
DOI: 10.1007/978-3-030-72802-1_3
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 self-regulated 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.
