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Digital Tools and Personal Learning Environments: An Analysis in Higher Education

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  • José-Antonio García-Martínez

    (Research Center in Teaching and Education, Nacional University, Heredia 86300, Costa Rica
    Department of Pedagogy and Didactics, University of A Coruña, 15071 A Coruña, Spain)

  • Francisco-César Rosa-Napal

    (Department of Specific Didactics and Research Methods and Diagnosis in Education, University of A Coruña, 15071 A Coruña, Spain)

  • Isabel Romero-Tabeayo

    (Department of Applied Didactics, University of Santiago de Compostela, 15782 Santiago de Compostela, Spain)

  • Sara López-Calvo

    (Department of Pedagogy and Didactics, University of A Coruña, 15071 A Coruña, Spain)

  • Eduardo-José Fuentes-Abeledo

    (Department of Pedagogy and Didactics, University of Santiago de Compostela, 15782 Santiago de Compostela, Spain)

Abstract

The effective use of Information and Communications Technology (ICT) and the discussion surrounding its educational contributions in formal settings are key elements in the analysis of personal learning environments (PLE). The aim of this study was to analyze the tools that students use to access information, create content, and share and interact in the framework of higher education. The study took a quantitative approach, using an ex post facto, transactional design. Data collection was via the application of a questionnaire to a stratified probabilistic sample (n = 1187) of university students on different courses at the National University (Costa Rica). Analysis of the data showed moderate use of tools in students’ PLEs. Students made more frequent use of resources aimed at accessing information, followed by applications for sharing and interacting, and, to a lesser extent, content creation. We also found significant differences in the use of tools depending on sex, previous education in technology, and academic performance. We recommend the inclusion of open, flexible learning strategies in university education which incorporate the various technological resources available in the digital era to ensure the development of PLEs and lifelong learning.

Suggested Citation

  • José-Antonio García-Martínez & Francisco-César Rosa-Napal & Isabel Romero-Tabeayo & Sara López-Calvo & Eduardo-José Fuentes-Abeledo, 2020. "Digital Tools and Personal Learning Environments: An Analysis in Higher Education," Sustainability, MDPI, vol. 12(19), pages 1-11, October.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:19:p:8180-:d:423606
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    References listed on IDEAS

    as
    1. Cherng-Jyh Yen & Chih-Hsiung Tu & Laura E. Sujo-Montes & Hoda Harati & Claudia R. Rodas, 2019. "Using Personal Learning Environment (PLE) Management to Support Digital Lifelong Learning," International Journal of Online Pedagogy and Course Design (IJOPCD), IGI Global, vol. 9(3), pages 13-31, July.
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    Cited by:

    1. José Luis Carrasco-Sáez & Marcelo Careaga Butter & María Graciela Badilla-Quintana & Juan Molina-Farfán, 2021. "Analysis of Psychometric Properties and Validation of the Personal Learning Environments Questionnaire (B-PLE) in Higher Education Students," Sustainability, MDPI, vol. 13(16), pages 1-17, August.
    2. Bo Jiang & Xinya Li & Sijiang Liu & Chuanyan Hao & Gangyao Zhang & Qiaomin Lin, 2022. "Experience of Online Learning from COVID-19: Preparing for the Future of Digital Transformation in Education," IJERPH, MDPI, vol. 19(24), pages 1-18, December.
    3. Michela Ponticorvo & Elena Dell’Aquila & Raffaele Di Fuccio, 2022. "Hyper-Activity Books and Serious Games: How to Promote Experiential Learning beyond Distance," IJERPH, MDPI, vol. 19(17), pages 1-13, September.
    4. José-Antonio García-Martínez & Eduardo-José Fuentes-Abeledo & Eduardo-Rafael Rodríguez-Machado, 2020. "Attitudes towards the Use of ICT in Costa Rican University Students: The Influence of Sex, Academic Performance, and Training in Technology," Sustainability, MDPI, vol. 13(1), pages 1-11, December.

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