@misc{10481/36273,
year = {2014},
url = {http://hdl.handle.net/10481/36273},
abstract = {The main purpose of this research is to analyze the elements that compose the PLE of pre-service teachers and to determine whether the composition of these environments is related to academic achievement in a course on Information and Communication Technologies in Education. The hypothesis is that a PLE with more components is related to a higher level of performance (higher grade in the course) and thus acts as a predictor of student achievement. A descriptive study is carried out. We analyze the PLE(tools, applications, services, and websites) of 245 university students who are pre-service teachers. The main outcomes and results are: the variability of components is very high, although there is a tendency toward concentration on seven elements and being different according specializations; also the students with a higher number of components in their PLE obtain higher grades. Finally, we draw implications for further research and for improving teachers’ practices.},
publisher = {Australian Council for Computers in Education (ACCE)},
keywords = {Personal Learning Environments (PLE)},
keywords = {University students},
keywords = {Web 2.0},
keywords = {Higher education},
title = {Personal Learning Environments (PLE) in the Academic Achievement of University Students},
author = {Gallego Arrufat, María Jesús and Gámiz Sánchez, Vanesa María},
}