The Relationship between Self-Regulated Learning and PLE Management

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Author(s): Cherng-Jyh Yen (Old Dominion University, USA), Chih-Hsiung Tu (Northern Arizona University, USA), Laura E. Sujo-Montes (Northern Arizona University, USA), Shadow W. J. Armfield (Northern Arizona University, USA)and Junn-Yih Chan (National Chin-Yi University of Technology, Taiwan)
Copyright: 2016
Pages: 28
Source title: Revolutionizing Education through Web-Based Instruction
Source Author(s)/Editor(s): Mahesh Raisinghani (Texas Woman's University, USA)
DOI: 10.4018/978-1-4666-9932-8.ch014

Keywords: Education / Educational Technologies / Information Science Reference / Web-Based Teaching & Learning

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Abstract

Is Personal Learning Environment (PLE) a new concept for effective teaching and learning? Shouldn't learning always be personalized and individualized? How may digital technology enhance PLE? Web 2.0 technology integration requires a higher level of self-regulated learning skills to create a PLE. This study examined each of the four aspects of learner self-regulation in online learning (i.e., environment structuring, goal setting, time management, & task strategies) as the predictor for level of initiative and sense of control with regard to PLE widgets management in PLE. This study has concluded that goal setting, time management, and task strategies in self-regulated learning can predict level of initiative in organizing PLE. Furthermore, goal setting and task strategies can predict sense of control in PLE management. Based on the study results, PLE Guidelines are suggested to support educators and learners to build and to manage their PLE.

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The Relationship between Self-Regulated Learning and PLE Management

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