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Teachers’ Opinions on the Use of Personal Learning Environments for Intercultural Competence

Author

Listed:
  • María Tomé

    (Department of Research Methods and Diagnosis in Education, Faculty of Education and Sports Sciences, University of Granada, 52005 Melilla, Spain)

  • Lucía Herrera

    (Department of Developmental and Educational Psychology, Faculty of Education and Sports Sciences, University of Granada, 52005 Melilla, Spain)

  • Sonia Lozano

    (Department of Research Methods and Diagnosis in Education, Faculty of Education Sciences, University of Granada, 18071 Granada, Spain)

Abstract

Background: The aim of the present study was to evaluate teachers’ opinions on the use of Personal Learning Environments (PLE) for the development of students’ intercultural competences. Methods: This investigation carried out a thematic analysis of semi-structured interviews applied to a sample of n = 100 Compulsory Secondary Education teachers in Andalusia (Spain) with an average teaching experience of 13.13 years (SD = 6.63). The interview shows excellent content validity (Content Validity Index for the interview overall, S-CVI = 0.94). The concordant codes and sub-codes were established in the analysis with the participation of two researchers and an external expert. Then, the data was analyzed using NVivo software. Results: The results show the opinions of the teachers grouped into six separate codes: intercultural learning communities, learning improvement, intercultural development of the student, disinformation, inapplicability, and inappropriate use. Conclusions: In general, it is concluded that the teachers consider the benefits of using PLE in the development of students’ intercultural competences. Despite this, some opinions reveal a lack of training and motivation, or the lack of ability teachers have on the subject, as well as in their classrooms, with the result that the PLE is not applicable for intercultural education.

Suggested Citation

  • María Tomé & Lucía Herrera & Sonia Lozano, 2019. "Teachers’ Opinions on the Use of Personal Learning Environments for Intercultural Competence," Sustainability, MDPI, vol. 11(16), pages 1-16, August.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:16:p:4475-:d:258753
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    References listed on IDEAS

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    1. Asunción Martínez-Martínez & María del Carmen Olmos-Gómez & María Tomé-Fernández & Eva María Olmedo-Moreno, 2019. "Analysis of Psychometric Properties and Validation of the Personal Learning Environments Questionnaire (PLE) and Social Integration of Unaccompanied Foreign Minors (MENA)," Sustainability, MDPI, vol. 11(10), pages 1-13, May.
    2. Andreas Armborst, 2017. "Thematic Proximity in Content Analysis," SAGE Open, , vol. 7(2), pages 21582440177, June.
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    Cited by:

    1. Marcel Pikhart & Hadina BT Habil, 2020. "Introducing Interculturality into Corporate Communication University Courses in the Czech Republic and Malaysia - A Comparative Study," Technium Social Sciences Journal, Technium Science, vol. 12(1), pages 51-60, October.
    2. Catalina Rus-Casas & M.Dolores La Rubia & Dolores Eliche-Quesada & Gabino Jiménez-Castillo & Juan D. Aguilar-Peña, 2021. "Online Tools for the Creation of Personal Learning Environments in Engineering Studies for Sustainable Learning," Sustainability, MDPI, vol. 13(3), pages 1-18, January.
    3. María Tomé-Fernández & Marina García-Garnica & Asunción Martínez-Martínez & Eva María Olmedo-Moreno, 2020. "An Analysis of Personal Learning Environments and Age-Related Psychosocial Factors of Unaccompanied Foreign Minors," IJERPH, MDPI, vol. 17(10), pages 1-13, May.
    4. Moisès Esteban-Guitart & Pilar Monreal-Bosch & Montserrat Palma & Irene González-Ceballos, 2020. "Sustaining Students’ Identities within the Context of Participatory Culture. Designing, Implementing and Evaluating an Interactive Learning Activity," Sustainability, MDPI, vol. 12(12), pages 1-13, June.
    5. María Concepción Domínguez Garrido & Adiela Ruiz-Cabezas & María Castañar Medina Domínguez & María Cecilia Loor Dueñas & Eufrasio Pérez Navío & Antonio Medina Rivilla, 2020. "Teachers’ Training in the Intercultural Dialogue and Understanding: Focusing on the Education for a Sustainable Development," Sustainability, MDPI, vol. 12(23), pages 1-28, November.

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