Towards Guided Personal Learning Environments: Concept, Theory, and Practice

Zaffar Ahmed Shaikh, Shakeel Ahmed Khoja
2014 2014 IEEE 14th International Conference on Advanced Learning Technologies  
The CAPPLE project is an exploratory research project that aims to analyse the PLEs of future Spanish professionals. An ad-hoc survey about their habits for learning was conducted using a sample of 2054 university students from the last year of a degree. After data collection, two main processes were carried out: (1) the analysis of some of the aspects learnt through the data collection; and (2) a series of focus groups in parallel, centered on the exploration of data to obtain some first
more » ... sions with a descriptive analysis. The results of these processes showed firstly, that although the survey size is important, there are other factors to consider, such as the difficulty and constant engagement of questions, which that seriously affected the rate of survey completion. Additionally, data show that future professionals prefer to use analogical tools to complete their learning tasks although they like being connected to social networks in their social lives. They do not have many strategies to organize their learning and are not very critical of the information that comes from their teachers. Regarding PLEs, there are some topics that emerge from the analysis that should be studied in the next future in order to understand better how our students -our future professionals-learn. Digital Education Review -Number 29, June 2016-http://greav.ub.edu/der/ 26 V. Far from conclusions, still far away from learning The results presented in this paper are still very limited but they do try to show some different perspectives from the data collected, based on the interpretation of the processes made before the in-depth analysis. From the data, it seems that formal education processes -at least at university-are not preparing professionals to be independent learners, near critical, as would be desirable, to cover the current society needs. Our students are nearer to a "traditional model" of student than to an innovative student, as we have shown above. In this sense our results show a university student really different from the model of student explained by Prensky (
doi:10.1109/icalt.2014.230 dblp:conf/icalt/ShaikhK14 fatcat:murnte4dpzfa5d7bchhsordugm