Effects of Personal Learning Space on Learners´ Online Self-Regulated Learning Capability and Collaborative Learning Level

The purpose of this study was to examine the effects of Personal Learning Space (PLS) on learners´ online self-regulated learning capability and online collaborative learning level in a face-to-face undergraduate course. 20 sophomores were randomly chosen to use PLS during their course learning. One-group pretest-posttest quasi-experimental research with time series was adopted in the study. Students were assigned to finish two learning projects. Results indicated that learners´ online self-regulated learning capability and online collaborative learning level based on PLS were enhanced than before. Results also indicated that students performed better at online self-regulated learning than online collaborative learning. These findings indicated that PLS might be an effective means for improving both online self-regulated learning capability and online collaborative learning level, however, its effects on online collaborative learning level might not be as great as on online self-regulated learning capability.