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

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.