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Author

Zhi Liu

Bio: Zhi Liu is an academic researcher from Central China Normal University. The author has contributed to research in topics: Lifelong learning & Self-regulated learning. The author has co-authored 1 publications.

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Book ChapterDOI
11 Dec 2020
TL;DR: In this paper, 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.
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.

1 citations


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Journal ArticleDOI
TL;DR: This article analyzed the relationship between self-regulated learning (SRL) and personal learning environments (PLE) in light of the educational academic literature of the decade 2010-2020, using a systematized literature review followed by a qualitative analysis of the most cited literature to establish a narrative that highlights and deconstructs the close relationship between learners' SRL skills and their capacity to develop and refine their PLE.
Abstract: This article analyzes the relationship between self-regulated learning (SRL) and personal learning environments (PLE) in light of the educational academic literature of the decade 2010–2020. This study uses a systematized literature review followed by a qualitative analysis of the most cited literature to establish a narrative that highlights and deconstructs the close relationship between learners’ SRL skills, and their capacity to develop and refine their PLE. For this purpose, in this analysis we explore (1) the presence of the PLE concept in the 200 most referenced papers published on SRL, and (2) the relationship between the two concepts, as they appear in the 20 most frequently cited articles that include both of them. Results show that SRL is linked to an educational and mixed perspective on the PLE concept, and that a variety of designs and platforms exist for teaching strategies linking SRL and PLE in educational practices. In-depth analysis suggests a series of features that reveal the influence of SRL in the PLE concept. Conclusions address recommendations for further work to explore these features and the manner in which they can extend the features of the relationship between PLE and SRL.

1 citations