article · Innovations in Education and Teaching International
This study investigated how personal learning environments influence students' higher-order thinking skills and overall course satisfaction compared to standard learning management systems. The study evaluated two primary measures, specifically a test assessing higher-order thinking skills and a scale gauging participant satisfaction with educational techniques course content. Fifty students participated in an experiment comparing an I-Google Portal, functioning as a personal learning environment, with the Blackboard learning management system. The findings revealed a statistically significant difference in the modified gain ratios between the groups. Participants who used the personal learning environment demonstrated greater gains in both higher-order thinking skills and course satisfaction than those who used the conventional learning management system.
Determining which digital interfaces best support advanced cognitive skills is vital as academic institutions expand online instruction. This research demonstrates that customisable personal learning environments can outperform standard institutional learning management systems in fostering higher-order thinking and student satisfaction, helping curriculum designers make informed choices about online teaching platforms.
This work represents applied and tested research using existing platforms, specifically I-Google and Blackboard. The findings could inform educational technology developers and universities seeking to build or adapt student-centric learning software that prioritises critical thinking. However, the abstract does not indicate a specific commercialisation pathway or proprietary software product beyond the comparative experimental study.
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The present study aimed to examine the effect of Personal Learning Environments on participants’ higher-order thinking skills and satisfaction. Two main instruments, namely a test for higher-order thinking skills and a scale for participants’ satisfaction with the course content of educational techniques were developed to achieve this aim. I-Google Portal and Blackboard System were also used. The experimental approach was used to detect the relationship between the dependent variable, i.e. Personal Learning Environments versus Blackboard and the dependent variables mainly participants' higher-order thinking skills and satisfaction. Fifty students took part in the present study. Findings showed that there was a statistically significant difference between the modified gain ratio of participants’ degrees in the first experimental group that was taught through the Personal Learning Environments and second experimental group that received learning via Learning Management System in accordance to participants’ higher-order thinking and satisfaction in favor of the first experimental group.
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DOI: 10.1080/14703297.2018.1534601
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