Personal Learning Environment Rubric from Teacher and Teaching Perspective: An Exploratory Factor Analysis

Xiaoshu Xu; Yangying Guo; Menglin Zhang; Yunfeng Zhang; Rong Zheng

doi:10.18848/1835-9795/CGP/v16i02/49-67

Personal Learning Environment Rubric from Teacher and Teaching Perspective: An Exploratory Factor Analysis

Xiaoshu Xu, Yangying Guo, Menglin Zhang, Yunfeng Zhang, Rong Zheng

Research output: Contribution to journal › Article › peer-review

2 Citations (Scopus)

Abstract

The study aims to develop and validate a rubric from the teacher and teaching perspective to guide effective teaching in the personal learning environment context in tertiary education (PLER-TT). A qualitative–quantitative sequential mixed-method design was used for the instrument validation. A sample of 406 participants was drawn from twelve different universities and colleges across China. The final version of the PLER-TT was composed of three categories and thirteen items: online communication self-efficacy, with six items; appropriate platform design, with three items; and whole-learner development, with four items. The PLER-TT could be used as the benchmark for tertiary educators and administrators in enhancing teaching in the PLE context.

Original language	English
Pages (from-to)	49-67
Number of pages	19
Journal	Ubiquitous Learning
Volume	16
Issue number	2
DOIs	https://doi.org/10.18848/1835-9795/CGP/v16i02/49-67
Publication status	Published - 2023

Keywords

Higher Education
Personal Learning Environment
Rubric
Teacher Preparation
Teacher and Teaching

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10.18848/1835-9795/CGP/v16i02/49-67

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abstract = "The study aims to develop and validate a rubric from the teacher and teaching perspective to guide effective teaching in the personal learning environment context in tertiary education (PLER-TT). A qualitative–quantitative sequential mixed-method design was used for the instrument validation. A sample of 406 participants was drawn from twelve different universities and colleges across China. The final version of the PLER-TT was composed of three categories and thirteen items: online communication self-efficacy, with six items; appropriate platform design, with three items; and whole-learner development, with four items. The PLER-TT could be used as the benchmark for tertiary educators and administrators in enhancing teaching in the PLE context.",

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T1 - Personal Learning Environment Rubric from Teacher and Teaching Perspective

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AU - Xu, Xiaoshu

AU - Guo, Yangying

AU - Zhang, Menglin

AU - Zhang, Yunfeng

AU - Zheng, Rong

PY - 2023

Y1 - 2023

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AB - The study aims to develop and validate a rubric from the teacher and teaching perspective to guide effective teaching in the personal learning environment context in tertiary education (PLER-TT). A qualitative–quantitative sequential mixed-method design was used for the instrument validation. A sample of 406 participants was drawn from twelve different universities and colleges across China. The final version of the PLER-TT was composed of three categories and thirteen items: online communication self-efficacy, with six items; appropriate platform design, with three items; and whole-learner development, with four items. The PLER-TT could be used as the benchmark for tertiary educators and administrators in enhancing teaching in the PLE context.

KW - Higher Education

KW - Personal Learning Environment

KW - Rubric

KW - Teacher Preparation

KW - Teacher and Teaching

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Personal Learning Environment Rubric from Teacher and Teaching Perspective: An Exploratory Factor Analysis

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