Desarrollo y validación de una escala PLEs desde la perspectiva del alumno y el aprendizaje en la educación terciaria


Palabras clave: Entorno personal de aprendizaje, PLE, escala, alumno, educación terciaria


El objetivo del estudio es crear y validar una Escala de Entornos Personales de Aprendizaje (PLEsS) desde la perspectiva del alumno y el aprendizaje (llamada PLEsS-LL) para garantizar un aprendizaje efectivo en la educación terciaria china. 657 estudiantes universitarios participaron en el estudio después de completar los pasos de desarrollo de escala. Se extrajeron seis factores del PLEsS-LL mediante Análisis Factorial Exploratorio (EFA). El Análisis Factorial Confirmatorio (AFC) apoyó la escala de seis factores con 22 ítems.  Además, el PLEsS-LL fue rediseñado como un cuestionario para evaluar la preparación de los alumnos para el aprendizaje PLE. Los hallazgos indicaron que los participantes se sentían cómodos al aprender en PLE en general. En su mayoría fueron positivos en términos de motivación de aprendizaje y habilidades para resolver problemas. Sin embargo, informaron menos confianza en el aprendizaje autodirigido. Mientras tanto, los participantes masculinos superaron a las participantes femeninas en todas las categorías, excepto en la motivación de aprendizaje. Se explicaron las razones y se hicieron sugerencias para el diseño futuro de PLE. El PLEsS-LL podría utilizarse como un recurso o guía para la preparación del alumno en el contexto de los PLEs en la educación superior de todo el mundo.


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Cómo citar
Xu, X., Zhang, Y., Zhong, K., Lei, V. N.-L., & Liu, J. . (2023). Desarrollo y validación de una escala PLEs desde la perspectiva del alumno y el aprendizaje en la educación terciaria . Revista de Educación a Distancia (RED), 23(71).