Self-regulated learning and Personal Learning Environments in pre-service teacher education: students’ perceptions and proposals for tools and resources

Abstract

This research explores the perceptions of university students in relation to different tools and resources previously used in the framework of a learning activity for the development of Personal Learning Environments (PLE) in pre-service teacher education according to the three phases of self-regulated learning. For this study, a descriptive and correlational quantitative methodology was designed. The results show that there are digital tools and resources such as infographics, rubrics, and gamified questionnaires that are highly appreciated by students throughout the three phases of self-regulated learning, followed by blogs and institutional virtual learning environments; while the use of microblogs and social networks has been poorly accepted. Based on these perceptions, three theoretical models of resources with which to promote self-regulated learning in digital environments are proposed. The use of blogs, rubrics and gamified questionnaires make up the first model, while the second model is composed of institutional virtual environments and gamified questionnaires; finally, the third model is constituted by the comprehensive use of infographics. Social networks are not valued by students. The conclusions raise future challenges both for the implementation of these theoretical models and for the exploration of new proposals to enhance the possibilities of microblogs or social networks.