Browsing by Subject "Aprendizaje Autorregulado"

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    Open Access
    Exploring the effect of social media in Personal Learning Environments in the university settings : analysing experiences and detecting future challenges
    (Universidad de Murcia, Servicio de Publicaciones, 2023) Gil-Fernández, Raquel; Calderón-Garrido, Diego; Martín-Piñol, Carolina
    The concept of PLEs as connected learning and the shaping of them as a socio-material framework in which people learn, overlaps with the intrinsic characteristics of social media. Consequently, it is important to analyse how academic literature has treated the direct relationship between the two realities in the university sector. Accordingly, the objective of this work is to determine how this relationship has been treated with regards to contexts, authorship and positions, types of social media, objectives pursued, methodologies and results. Regarding methodology, we used the PICOC strategy to design the research questions and the PRISMA protocol to document the systematic review of academic production in SCOPUS and Web of Science between 2012 and 2021. We ultimately obtained a sample of 35 works. The findings show that use of media to build PLEs that meet users’ needs should be explored in greater depth and analysed by using particular methodologies to reach conclusions that help to drive them. Academic and professional promotion stand out among the major challenges in the use of social media in PLEs, as does the possibility of bringing together non-formal, formal, and informal areas to create learning.
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    Publication
    Open Access
    Metacognitive skills and emotions in the construction of Personal Learning Environments
    (Universidad de Murcia, Servicio de Publicaciones, 2023) Ramírez-Mera, Urith; Tur, Gemma
    The metacognitive skills carried out during PLE development are linked to several different aspects, such as emotions and motivation which in turn contribute to students’ performance. This research is aimed at exploring the role of emotions in the learning experience of Higher Education students during the construction of their Personal Learning Environments (PLE) in Mexico. The study was carried out by means of a mixed research protocol in which the CAPPLE questionnaire and semi-structured interviews were implemented. Results based on the survey revealed that students’ motivation is linked to certain metacognitive skills during the planning phase of the self-regulated learning process. The interviews show that emotions related to happiness and surprise motivate students to develop their PLE, while emotions such as fear or sadness motivate to work harder in order to build up new skills and abilities. Conclusions reflect on the need to support both metacognitive and emotional processes for successful online learning and PLE construction.