Relationship between the personal learning environment and the educational level of unaccompanied foreign minors |
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| Institution: | 1. Department of Research Methods and Diagnosis in Education, Facultad de Educación, Economía y Tecnología de Ceuta, University of Granada, c/ Cortadura del valle s/n 51001 Ceuta, Spain;2. Facultad de Ciencias de la Educación, University of Granada, Campus Universitario de la Cartuja, s/n 18071 Granada, Spain;3. Facultad de Ciencias de la Educación, University of Granada, Campus Universitario de la Cartuja, s/n 18071 Granada, Spain;4. Facultad de Ciencias de la Educación, University of Granada, Campus Universitario de la Cartuja, s/n 18071 Granada, Spain;1. Graduate School of Education, Kyoto University, Kyoto, Japan;2. Department of Educational Psychology, Yangon University of Education, Yangon, Myanmar;3. Graduate School of Education and Developmental Sciences, Nagoya University, Nagoya, Japan;4. KDDI Research, Inc., Tokyo, Japan;5. International Education & Exchange Center, Nagoya University, Nagoya, Japan;1. Kent School of Social Work, University of Louisville, Louisville, KY 40292, United States;2. College of Education and Human Development, University of Louisville, Louisville, KY, 40292, United States;1. University of Helsinki, Faculty of Social Sciences, P.O. Box 54 (Unioninkatu 37), 00014, Finland;2. University of Helsinki, Faculty of Theology, P.O. Box 4 (Vuorikatu 3), 00014, Finland;3. University of Oslo, Department of Psychology, P. O. Box 1094 Blindern, N-0317 Oslo, Norway;1. University of Massachusetts Amherst, United States;2. Clark University, United States;3. Dokuz Eylul University, Turkey |
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| Abstract: | The present research analyses the construction of the personal learning environment of unaccompanied foreign minors in relation to their educational level with the aim of improving learning flexibility. A sample of 600 unaccompanied foreign minors from the autonomous cities of Ceuta and Melilla, responded to a questionnaire comprised of 40 questions about their personal learning environments. Results suggest that younger minors make less use of their personal learning environment, which happens for all dimensions of the questionnaire, which are self-concept of the learning process, planning and learning management, use of resources and tools, and communication and social interaction. Teachers and educators have the important role of supporting minors and teaching them to manage their personal learning environment in order to make optimal use of it. These results are discussed in terms of recommendations for the Spanish educational system or any other context with similar characteristics. |
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| Keywords: | Blended learning Educational environment Migrant education Migrant children |
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