Supporting Self-Regulation by Personal Learning Environments

In this paper we attempt to address the issue of supporting self-regulation by Personal Learning Environments (PLE), which provide the learner with a freedom to design and compose his or her learning environment according to personal preferences and context demands. Psychology and neuroscience offer a lot of highly relevant results that should be taken into account. We report on our experiments mainly with PhD students, which represent a community of advanced learners. This needs to be considered when interpreting their feedback, as for most of the learners is self-regulation even more challenging. Even students at this high level appreciate pedagogical support in the learning process.