Using the personal learning environment to support self-regulated learning strategies: a systematic literature review

Baginda Anggun Nan Cenka, Harry B. Santoso, Kasiyah Junus

Research output: Contribution to journalReview articlepeer-review

Abstract

This study presents a panoramic overview of research conducted between 2010 and 2020 on how the Personal Learning Environment (PLE) supports Self-Regulated Learning (SRL). We elaborate on why the PLE is suitable for SRL, discuss its research themes, explain how the PLE supports SRL and outline the available PLE platforms. The review method we used includes defining keywords, creating inclusion and exclusion criteria, selecting data sources, collecting relevant articles and performing content analysis and synthesis. This study categorises four main findings. The first is that there are four PLE research themes: adoption; integration; model, architecture and framework; and recommenders. The PLE is suitable to support SRL because they share similar ideas regarding personalisation and ownership, the need to integrate formal and informal learning and the need for student-centred learning environments covering flexibility and features. Furthermore, the PLE acts as a tool and a recommender for students. The final finding is that the available PLE platforms have the following characteristics: they act as a personal assistant; they support students in planning, monitoring and evaluating the learning process; they promote collaboration between students; and they act as a widget-based application. Finally, this study also proposes future research topics.

Original languageEnglish
JournalInteractive Learning Environments
DOIs
Publication statusAccepted/In press - 2022

Keywords

  • blended learning
  • online learning
  • personal learning environment
  • Self-Regulated learning
  • systematic literature review

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