UNDERSTANDING PLEs THROUGH METACOGNITION, SELF-REGULATION, AND LEARNER AUTONOMY

Mark Feng Teng, Zhisheng Wen

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

This chapter explores the dynamic realm of Personal Learning Environments (PLEs) through the lenses of metacognition, self-regulation, and learner autonomy. To achieve this goal, we present an integrated model that elucidates these concepts within the context of PLEs. Our model features distinct regulatory mechanisms for learners and highlights the critical role that engagement with learning tools and resources plays in enabling learners to effectively manage their educational environments. We advocate for the necessity of learners having command over their own learning tools, particularly within the burgeoning complexity of the PLE ecosystem. By transferring the locus of control over learning to the individual learner, the strategies by which learners exercise this control become an issue of educational significance. Drawing upon insights from metacognition, self-regulation, and learner autonomy, we contend that facilitating learners’ control over technologically driven learning environments is a concern that lies at the core of contemporary discussions. We further provide practical implications and outline the roles of teachers and learners in this evolving educational landscape.

Original languageEnglish
Title of host publicationThe Development of Personal Learning Environments in Higher Education
Subtitle of host publicationPromoting Culturally Responsive Teaching and Learner Autonomy
PublisherTaylor and Francis
Pages156-173
Number of pages18
ISBN (Electronic)9781040003268
ISBN (Print)9781032257969
DOIs
Publication statusPublished - 1 Jan 2024

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