The purpose of this paper was to examine and assess the current state of Personal Learning Environments (PLEs) of junior and senior engineering students at Universidad de las Americas Puebla (UDLAP). A survey (completely voluntary) was designed to elicit students' PLEs. After pilot testing it with 42 students from a variety of engineering majors, the instrument was refined. The enhanced survey yielded 98 suitable responses (including in-depth interviews) from Food, Industrial, Chemical, Logistics, Civil, Mechanical, and Computer Systems engineering students. Furthermore, to strengthen understanding of their PLEs, mappings were conducted through infographics, in which selected students (n=28) represented and explained their own PLEs, describing relevant formal and informal learning activities that they usually perform by means of his/her PLE. Results confirmed the influence of technological tools in learning experiences of engineering students and the cognitive skills they have developed during their formal education. Students emphasized that with the use of technology they acquired new skills to communicate and that they have more control over assignments. Through mapping of their PLEs, engineering students recognized their personal learning processes, as an exercise of metacognition. Triangulation of information (survey results, in-depth interviews, and mappings) allowed us to have a more comprehensive view of our engineering students' PLEs. One particular feature frequently mentioned of PLEs is that students can configure and assemble them depending on their needs and with tools they are already using. Social networking enabled engineering students to build genuine learning communities. Studied PLEs helped engineering students to make visible for them how to take control of as well as manage their own learning. Analysis of PLEs revealed their potential to address the needs of engineering students for multi-sourced content and easily customizable learning environments.
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机译：本文的目的是审查和评估初中和高级工程学生的当前个人学习环境（Ples）的现状，在De Las Americas Puebla（Udlap）。调查（完全自愿）旨在引出学生的人。在飞行员试验到42名来自各种工程专业的学生后，仪器被精致。增强的调查产生了来自食品，工业，化学，物流，民用，机械和计算机系统工程学生的98项合适的响应（包括深入访谈）。此外，为了加强对他们的Ples的理解，通过信息图表进行映射，其中选定的学生（n = 28）代表并解释了他们自己的请求，描述了他们通常通过他/她的PLE执行的相关正式和非正式学习活动。结果证实了技术工具在工程学生学习经验中的影响以及他们在正规教育中发展的认知技能。学生强调，随着技术的使用，他们获得了沟通的新技能，并且他们对任务进行了更多的控制。通过绘图他们的Ples，工程学生认为他们的个人学习过程，作为一个元认知的运动。信息的三角测量（调查结果，深入访谈和映射）允许我们更全面地了解我们的工程学生的人。常见的PLES常见的一个特定特征是，学生可以根据他们的需求和它们已经使用的工具来配置和组装它们。社交网络使工程学生能够建立真正的学习社区。学习PLES帮助工程学生对他们来说可见如何控制和管理自己的学习。对PLE的分析揭示了解决工程学生对多源内容的需求和易于定制的学习环境的潜力。
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