TY - JOUR
T1 - Improving online learning engagement and cognitive performance
T2 - A pilot study of udl-guided personal learning environments
AU - Zhang, Yunfeng
AU - Xu, Xiaoshu
AU - Yue, Yan
AU - Liu, Jia
AU - Lei, Vivian Ngan Lin
N1 - Publisher Copyright:
© 2022 IGI Global. All rights reserved.
PY - 2022
Y1 - 2022
N2 - The study aims to construct and pilot test a universal design for learning (UDL) guided PLEs platform to enhance learners engagement and achievements in the international English language test (IELTS) course. Altogether, 178 sophomores from a comprehensive university in the coastal area of China joined a 16-week IELTS project. Mixed methods were used. To assess the learners learning engagement, data involving the weekly discussion forum, weekly participation on the platform, vocabulary exercises, and open questions about the benefits and gains from the forum were collected and analyzed. The result indicated an improved learning engagement in the PLEs-IELTS platform. To evaluate learners cognitive achievement, the pre-And post-Test of IELTS listening and reading were carried out. The result of the pre-And post-Test indicated a significant difference, indicating the improved cognitive performance of the participants. This paper offers insights into the construction of a highly engaged and cognitively effective PLEs platform that is universally accessible and inclusive for all.
AB - The study aims to construct and pilot test a universal design for learning (UDL) guided PLEs platform to enhance learners engagement and achievements in the international English language test (IELTS) course. Altogether, 178 sophomores from a comprehensive university in the coastal area of China joined a 16-week IELTS project. Mixed methods were used. To assess the learners learning engagement, data involving the weekly discussion forum, weekly participation on the platform, vocabulary exercises, and open questions about the benefits and gains from the forum were collected and analyzed. The result indicated an improved learning engagement in the PLEs-IELTS platform. To evaluate learners cognitive achievement, the pre-And post-Test of IELTS listening and reading were carried out. The result of the pre-And post-Test indicated a significant difference, indicating the improved cognitive performance of the participants. This paper offers insights into the construction of a highly engaged and cognitively effective PLEs platform that is universally accessible and inclusive for all.
KW - PLEs
KW - Personal Learning Environment
KW - UDL
KW - Universal Design for Learning
KW - cognitive achievements
KW - effectiveness
KW - online learning engagement
UR - http://www.scopus.com/inward/record.url?scp=85149934480&partnerID=8YFLogxK
U2 - 10.4018/IJVPLE.307020
DO - 10.4018/IJVPLE.307020
M3 - Article
AN - SCOPUS:85149934480
SN - 1947-8518
VL - 12
JO - International Journal of Virtual and Personal Learning Environments
JF - International Journal of Virtual and Personal Learning Environments
IS - 1
ER -