Personal learning environment toward lifelong learning: an ontology-driven conceptual model

ABSTRACT

Presently, learning is more flexible, personal and has richer learning resources. In the digital era, students use digital tools in almost all aspects of learning, such as seeking information, note-taking, discussion and communication, which is in line with personal learning environments. Therefore, this study proposes a conceptual model of the personal learning environment. The design science research framework is applied as a research guide to guarantee that the proposed model is relevant to our research statement, and the model design is rigorously grounded in relevant theory and methodology. The researcher conducted a systematic literature review and content analysis of relevant articles to identify the components of the personal learning environment and then proposed an initial ontology-driven conceptual model. Activity theory is used as a qualitative framework for preliminary evaluations of the resulting artefacts. The proposed conceptual model comprises four dimensions, including personal, technological, organisational and social, as well as teaching and learning. The implications of the proposed model are to equip teachers, developers, researchers and policymakers in understanding the design and promoting personal learning environments.

KEYWORDS:

• Self-Regulated learning
• personal learning environment
• lifelong learning
• activity theory
• ontology-driven conceptual model

Acknowledgement

This work is supported by The Research Grant: Publikasi Doktoral 2021, Number: NKB-1480/UN2.RST/HKP.05.00/2021 funded by DRPM Universitas Indonesia.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by The Research Grant: Publikasi Doktoral 2021 funded by DRPMUniversitas Indonesia.