Instructors' Perspectives on Personal Learning Environments in Higher Education: Unravelling the Threads of Assemblage, Agency, and Pedagogic Frailty

Commitment to the development of people with greater learning agency is one of the highest priorities of our time, also in formal education at every level. In this context, the development of student-centred practices, especially those designed to improve learning-to-learn competences as those aimed...

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Autores: Marín, Victoria I., Castañeda, Linda, Forero, Ximena, Camacho, Araceli, Scherer Bassani, Patrícia, Pérez, Lucila
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2025
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10459.1/467964
Acceso en línea:https://doi.org/10.1016/j.ijer.2025.102629
https://hdl.handle.net/10459.1/467964
Access Level:acceso abierto
Palabra clave:Faculty members
Higher education
Personal learning environments (PLE)
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spelling Instructors' Perspectives on Personal Learning Environments in Higher Education: Unravelling the Threads of Assemblage, Agency, and Pedagogic FrailtyMarín, Victoria I.Castañeda, LindaForero, XimenaCamacho, AraceliScherer Bassani, PatríciaPérez, LucilaFaculty membersHigher educationPersonal learning environments (PLE)Commitment to the development of people with greater learning agency is one of the highest priorities of our time, also in formal education at every level. In this context, the development of student-centred practices, especially those designed to improve learning-to-learn competences as those aimed to develop their personal learning environments (PLE) become pivotal; and the role of instructors on its design become crucial. In this narrative study based on semi-structured interviews, we explore 20 higher education instructors' perspectives (from 5 different countries), who provide international insights regarding PLE concept and three conceptual constructs - (1) the teacher's assemblage, (2) teacher agency and (3) pedagogic frailty -, which could influence the design and development of PLE centred educational practices. The main results show how the instructor's assemblage components are mainly connected to the improvement of students' learning competences and how some limits on instructors' and students' agency restrict their pedagogical practices, promote instructors' deprofessionalization, and increase pedagogic frailty. These findings lead to consider that the instructors' assemblages influence, to a certain degree, instructors' agency, and pedagogic frailty.Victoria I. Marín acknowledges the support of the Grant RYC2019-028398-I funded by MCIN/AEI/ 10.13039/501100011033 and by "ESF Investing in your future". Linda Castaneda ˜ acknowledges that this study has been partially supported by the Project PID2020–113101RB-I00 “Codiseno ˜ de itinerarios personales de aprendizaje en entornos conectados en educacion superior”, funded under the State Programme for R&D&I Oriented to the Challenges of Society, from the State Plan for Scientific and Technical Research and Innovation 2017–2020 of the Spanish Ministry of Science and Innovation. State Research Agency.Elsevier2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://doi.org/10.1016/j.ijer.2025.102629https://hdl.handle.net/10459.1/467964reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)Inglésinfo:eu-repo/grantAgreement/AEI//RYC2019-028398-Iinfo:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PID2020-113101RB-I00Reproducció del document publicat a https://doi.org/10.1016/j.ijer.2025.102629International Journal of Educational Research, 2025, vol. 132, 102629cc-by (c) Victoria I. Marín et al., 2025info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/4.0/oai:recercat.cat:10459.1/4679642026-05-29T05:05:01Z
dc.title.none.fl_str_mv Instructors' Perspectives on Personal Learning Environments in Higher Education: Unravelling the Threads of Assemblage, Agency, and Pedagogic Frailty
title Instructors' Perspectives on Personal Learning Environments in Higher Education: Unravelling the Threads of Assemblage, Agency, and Pedagogic Frailty
spellingShingle Instructors' Perspectives on Personal Learning Environments in Higher Education: Unravelling the Threads of Assemblage, Agency, and Pedagogic Frailty
Marín, Victoria I.
Faculty members
Higher education
Personal learning environments (PLE)
title_short Instructors' Perspectives on Personal Learning Environments in Higher Education: Unravelling the Threads of Assemblage, Agency, and Pedagogic Frailty
title_full Instructors' Perspectives on Personal Learning Environments in Higher Education: Unravelling the Threads of Assemblage, Agency, and Pedagogic Frailty
title_fullStr Instructors' Perspectives on Personal Learning Environments in Higher Education: Unravelling the Threads of Assemblage, Agency, and Pedagogic Frailty
title_full_unstemmed Instructors' Perspectives on Personal Learning Environments in Higher Education: Unravelling the Threads of Assemblage, Agency, and Pedagogic Frailty
title_sort Instructors' Perspectives on Personal Learning Environments in Higher Education: Unravelling the Threads of Assemblage, Agency, and Pedagogic Frailty
dc.creator.none.fl_str_mv Marín, Victoria I.
Castañeda, Linda
Forero, Ximena
Camacho, Araceli
Scherer Bassani, Patrícia
Pérez, Lucila
author Marín, Victoria I.
author_facet Marín, Victoria I.
Castañeda, Linda
Forero, Ximena
Camacho, Araceli
Scherer Bassani, Patrícia
Pérez, Lucila
author_role author
author2 Castañeda, Linda
Forero, Ximena
Camacho, Araceli
Scherer Bassani, Patrícia
Pérez, Lucila
author2_role author
author
author
author
author
dc.subject.none.fl_str_mv Faculty members
Higher education
Personal learning environments (PLE)
topic Faculty members
Higher education
Personal learning environments (PLE)
description Commitment to the development of people with greater learning agency is one of the highest priorities of our time, also in formal education at every level. In this context, the development of student-centred practices, especially those designed to improve learning-to-learn competences as those aimed to develop their personal learning environments (PLE) become pivotal; and the role of instructors on its design become crucial. In this narrative study based on semi-structured interviews, we explore 20 higher education instructors' perspectives (from 5 different countries), who provide international insights regarding PLE concept and three conceptual constructs - (1) the teacher's assemblage, (2) teacher agency and (3) pedagogic frailty -, which could influence the design and development of PLE centred educational practices. The main results show how the instructor's assemblage components are mainly connected to the improvement of students' learning competences and how some limits on instructors' and students' agency restrict their pedagogical practices, promote instructors' deprofessionalization, and increase pedagogic frailty. These findings lead to consider that the instructors' assemblages influence, to a certain degree, instructors' agency, and pedagogic frailty.
publishDate 2025
dc.date.none.fl_str_mv 2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.1016/j.ijer.2025.102629
https://hdl.handle.net/10459.1/467964
url https://doi.org/10.1016/j.ijer.2025.102629
https://hdl.handle.net/10459.1/467964
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/AEI//RYC2019-028398-I
info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PID2020-113101RB-I00
Reproducció del document publicat a https://doi.org/10.1016/j.ijer.2025.102629
International Journal of Educational Research, 2025, vol. 132, 102629
dc.rights.none.fl_str_mv cc-by (c) Victoria I. Marín et al., 2025
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by/4.0/
rights_invalid_str_mv cc-by (c) Victoria I. Marín et al., 2025
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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