Entornos personales de aprendizaje móviluna revisión sistemática de la literatura

  1. Humanante-Ramos, Patricio 1
  2. García-Peñalvo, Francisco 2
  3. Conde-González, Miguel 3
  1. 1 Universidad Nacional de Chimborazo, (UNACH) (Ecuador)
  2. 2 Universidad de Salamanca, (USAL) (España)
  3. 3 Universidad de León, (ULE) (España)
Journal:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Year of publication: 2017

Issue Title: La integración efectiva del dispositivo móvil en la educación y en el aprendizaje

Volume: 20

Issue: 2

Pages: 73-92

Type: Article

DOI: 10.5944/RIED.20.2.17692 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: RIED: revista iberoamericana de educación a distancia

Metrics

Cited by

  • Dialnet Métricas Cited by: 8 (25-02-2024)
  • Web of Science Cited by: 12 (19-10-2023)
  • Dimensions Cited by: 12 (14-01-2024)

Índice Dialnet de Revistas

  • Year 2017
  • Journal Impact: 1.180
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 12/239

CIRC

  • Social Sciences: A

Journal Citation Indicator (JCI)

  • Year 2017
  • Journal Citation Indicator (JCI): 1.7
  • Best Quartile: Q1
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q1 Rank in area: 88/700

Dimensions

(Data updated as of 14-01-2024)
  • Total citations: 12
  • Recent citations (2 years): 2
  • Field Citation Ratio (FCR): 5.46

Abstract

Nowadays personal learning environments appear as student-centered educational spaces to overcome the identified constraints in the institutional learning platforms. However, most of the published researchis based only on the use of computers, without considering mobile electronic devices. This article analyses the scientific and academic production on mobile personal learning environments in Higher Education. From a methodological point of view, the research presented here was conducted through a systematic literature review using various resources such as Scopus, Web of Science, Google Scholar, among others. A large number ofdocuments from 2000 to 2016 were initially collected. Subsequently, selection and quality criteria were applied, and a few studies were obtained that were qualitatively analyzed. The results were described in categories according to the original research questions, including research workson mobile devices and personal learning environments, publications on projects of integrated platforms, research where external tools are used with a pedagogical approach, theoretical contributions, and researchthat evaluates these innovations. In conclusion, mobile personal learning environments are shown as technological scenarios that have been recently introduced in Higher Education. Although successful results have been found, more research is needed to establish generalizations that might be replicable in other contexts.

Bibliographic References

  • Adell, J., y Castañeda, L. (2010). Los Entornos Personales de Aprendizaje (PLEs): una nueva manera de entender el aprendizaje. En R. Roig Vila y M. Fiorucci (Ed.), Claves para la investigación en innovación y calidad educativas. La integración de las Tecnologías de la Información y la Comunicación y la Interculturalidad en las aulas (19-30). Alcoy: Marfil – Rome TRE Universita degli studi.
  • Adell, J., y Castañeda, L. (2013). El ecosistema pedagógico de los PLEs. En L. Castañeda y J. Adell (Ed.), Entornos Personales de Aprendizaje: Claves para el ecosistema educativo en red (29-51). Alcoy: Marfil.
  • Attwell, G. (2007). Personal Learning Environments the future of eLearning? En eLearning Papers, 2(1), 1-8.
  • Attwell, G., Cook, J., y Ravenscroft, A. (2009). Appropriating Technologies for Contextual Knowledge: Mobile Personal Learning Environments. En M. D. Lytras, P. O. de Pablos, E. Damiani, D. Avison, A. Naeve y D. G. Horner (Ed.), Best Practices for the Knowledge Society. Knowledge, Learning, Development and Technology for All (15-25). Heidelberg: Springer.
  • Babo, R., y Azevedo, A. (2009). Learning management systems usage on higher education institutions. In Proceedings of the 13th International Business Information Management Association Conference, IBIMA 2009 (pp. 883-889). Marrakech, Marruecos.
  • Bomhold, C. R. (2013). Educational use of smart phone technology: A survey of mobile phone application use by undergraduate university students. Program, 47(4), 424-436. doi: http://doi.org/10.1108/PROG-01-2013-0003
  • Buchem, I., Attwell, G., y Torres, R. (2011). Understanding Personal Learning Environments: Literature review and synthesis through the Activity Theory lens. En Proceedings of the PLE Conference 2011 (pp. 1-33). Southampton, Reino Unido.
  • Buchem, I., y Pérez-Sanagustín, M. (2013). Personal Learning Environments in Smart Cities: Current Approaches and Future Scenarios. eLearning Papers, 35(1), 1-14.
  • Buela-Casal, G. B. (2003). Evaluación de la calidad de los artículos y de las revistas científicas: Propuesta del factor de impacto ponderado y de un índice de calidad. Psicothema, 15(1), 23-35.
  • Cabero-Almenara, J., y Vázquez-Martínez, A. I. (2013). Los Entornos Personales de Aprendizaje: uniendo lo formal, informal y no formal para la construcción de conocimiento. En M. Fonseca (Ed.), Los entornos personales de aprendizaje. Visiones y retos para la formación. (926). Caracas: Publicaciones Universidad Metropolitana.
  • Casquero, O., Portillo, J., Ovelar, R., Benito, M., y Romo, J. (2010). iPLE Network: an integrated eLearning 2.0 architecture from a university’s perspective. Interactive Learning Environments, 18(3), 293-308. doi: http://doi.org/10.1080/10494820.2 010.500553
  • Conde-González, M. Á. (2012). Personalización del aprendizaje: Framework de servicios para la integración de aplicaciones online en los sistemas de gestión del aprendizaje (Tesis doctoral). Universidad de Salamanca, Salamanca.
  • Conde-González, M. Á., García-Peñalvo, F. J., Alier, M., y Piguillem, J. (2012). How to Define and Apply Mobile Personal Learning Environments. In Proceedings of the 1st International Workshop on Interaction Design in Educational Environments, IDEE 2012, in Conjunction with ICEIS 2012 (pp. 57-66). Wroclaw, Polonia.
  • Dabbagh, N., y Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3-8. doi: http:// doi.org/10.1016/j.iheduc.2011.06.002
  • Downes, S. (2010). New technology supporting informal learning. Journal of Emerging Technologies in Web Intelligence, 2(1), 27-33. doi: http://doi.org/10.4304/jetwi.2.1.27-33
  • Ebner, M., Schön, S., Taraghil, B., Drachsler, H., y Tsang, P. (2011). First Steps towards an Integrated Personal Learning Environment at the University Level. En R. Kwan, C. McNaught, P. Tsang, F. L. Wang y K. C. Li (Ed.), Enhancing Learning Through Technology: Education Unplugged: Mobile Technologies and Web 2.0, 177 (22-36). Heidelberg: Springer.
  • García-Holgado, A., y García-Peñalvo, F. J. (2016). Architectural pattern to improve the definition and implementation of eLearning ecosystems. Science of Computer Programming, 129, 20-34. doi: http://dx.doi.org/10.1016/j. scico.2016.03.010
  • García-Peñalvo, F. J., Conde-González, M. Á., Alier, M., y Casany, M. J. (2011). Opening learning management systems to personal learning environments. Journal of Universal Computer Science, 17(9), 1222-1240. doi: http://doi.org/10.3217/ jucs-017-09-1222
  • García-Peñalvo, F. J., Conde-González, M. Á., y Moreno García, M. N. (2013). Implementación y aplicación de un entorno personalizado de aprendizaje móvil en el contexto de las asignaturas de Ingeniería del Software (Memoria No. ID12-0170). Salamanca: Universidad de Salamanca. Recuperado de http://gredos. usal.es/jspui/handle/10366/122715
  • García-Peñalvo, F. J., y Seoane-Pardo, A. M. (2015). Una revisión actualizada del concepto de eLearning. Décimo Aniversario. Education in the Knowledge Society, 16(1), 119-144. doi: http://dx.doi.org/10.14201/eks2015161119144
  • Hernández, R., Fernández, C., y Baptista, P. (2010). Metodología de la investigación. Mexico DF: McGrawHill.
  • Humanante-Ramos, P. R., García-Peñalvo, F. J., y Conde-González, M. Á. (2015). Personal learning environments and online classrooms: An experience with university students. Revista Iberoamericana de Tecnologías del Aprendizaje, 10(1), 26-32. doi: http://doi.org/10.1109/RITA.2015.2391411
  • De la Torre Cantero, J., Martin-Dorta, N., Saorín Pérez, J. L., Carbonel Carrera, C., y Contero González, M. (2013). Entorno de aprendizaje ubicuo con realidad aumentada y tabletas para estimular la comprensión del espacio tridimensional. RED Revista de Educación a Distancia, 37, 1-17. Recuperado de http://www. um.es/ead/red/37/DELATORREetAL. pdf
  • Ignatko, I., y Zielasko, D. (2012). Mobile Personal Learning Environments. RWTH Aachen University. Recuperado de http:// goo.gl/1jYXGe
  • International Telecommunications Union. (2016). ICT Facts and Figures 2016. Recuperado de https://goo.gl/DuXJsy
  • Johnson, M., Hollins, P., Wilson, S., y Liber, O. (2006). Towards a reference model for the personal learning environment. En 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (pp. 385-389). Sydney, Australia.
  • Joo Nagata, J., García-Bermejo Giner, J. R., y Martínez Abad, F. (2016). Virtual Heritage of the Territory: Design and Implementation of Educational Resources in Augmented Reality and Mobile Pedestrian Navigation. IEEE Revista Iberoamericana de Tecnologias Del Aprendizaje, 11(1), 41-46. http://doi.org/10.1109/RITA.2016.2518460
  • Kitchenham, B. (2004). Procedures for Performing Systematic Reviews (Keele University Technical Report TR/SE0401). Recuperado de http://goo.gl/ Qt9r7S
  • Llorens-Largo, F., Molina, R., Compañ, P., y Satorre, R. (2014). Technological Ecosystem for Open Education. En R. Neves-Silva, G. A. Tsihrintzis, V. Uskov, R.J. Howlett y L. C. Jain (Ed.), Smart Digital Futures 2014, 262, (706-715). IOS Press.
  • Manso Vazquez, M., y Llamas-Nistal, M. (2013). Distributed Personal Learning Environments Towards a suitable architecture. En 2013 Ieee Global Engineering Education Conference (educon) (pp. 664-673).
  • Marín, V., Lizana, A., y Salinas, J. (2014). Cultivando el PLE: una estrategia para la integración de aprendizajes en la universidad. Edutec. Revista Electrónica de Tecnología Educativa, Monográfico Nuevos Escenarios de Aprendizaje, 47, 1-12.
  • Okoli, C., y Schabram, K. (2010). A Guide to Conducting a Systematic Literature Review of Information Systems Research (SSRN Scholarly Paper No. ID 1954824). Rochester, Estados Unidos: Social Science Research Network.
  • Taraghi, B. (2012). Ubiquitous personal learning environment (UPLE). International Journal of Emerging Technologies in Learning, 7(2), 7-14. doi: http://doi.org/10.3991/ijet.v7iS2.2322
  • Tomberg, V., Laanpere, M., Ley, T., y Normak, P. (2013). Sustaining Teacher Control in a Blog-Based Personal Learning Environment. International Review of Research in Open and Distance Learning, 14(3), 109-133.
  • Türker, M. A., y Zingel, S. (2008). Formative Interfaces for Scaffolding Self-Regulated Learning in PLEs. eLearning Papers, 9, 1-15. Recuperado de http://goo.gl/ vWyJ5k
  • van Harmelen, M. (2006). Personal Learning Environments. En Proceedings of the Sixth International Conference on Advanced Learning Technologies (ICALT’06). Kerkrade, Países Bajos. Recuperado de https://goo.gl/eD4voC
  • Wilson, S., Liber, O., Johnson, M., Beauvoir, P., Sharples, P., y Milligan, C. (2006). Personal Learning Environments: Challenging the dominant design of educational systems. Journal of e-Learning and Knowledge Society English Version, 3(2), 27-38.