PleS in Primary School: The learners’ experience in the Piplep Project


  • Esther Nieto Moreno de Diezmas UNIVERSIDAD DE CASTILLA-LA MANCHA
  • Pablo Dondarza Manzano



PLE, Learners’ experience, primary school, digital literacy, IPA


In this paper the experience of learners during the first phase of the PIPLEP project is explored. PIPLEP is aimed at promoting digital literacy and independent learning with the creation of personal learning environments (PLEs) as the final product. The participants were a group of 17 students enrolled in year 5 of primary school, and the main objective of the research method was to listen to the voices of the learners and their narratives about their emotions and conceptions as regards learning in digital environments, following the main guidelines of the IPA (Interpretative Phenomenological Approach) as applied in the LEX (Learners’ EXperiences of e-Learning) project. The findings showed that learners had constructed a dichotomy between technology and learning, developed in the setting of the school and home, and based on the recreational use they made of their digital devices. However this misconception about the educational value of technology started to change with the introduction of the PIPLEP project, due to the learners acquiring new skills to use technology to learn.


Álvarez, D. (2014). Entornos Personales de aprendizaje (PLE): aprendizaje conectado en red. Madrid: MECD. Beetham, H. (2005). E-learning research: Emerging issues? ALT-J, Research in Learning Technology, 13(1), 81-89. Arraiz Martínez, G. A. (2016). Reconstrucción teórica del aprendizaje matemático en la virtualidad desde la mirada del participante. EDMETIC, Revista de Educación Mediática y TIC, 5(1), 25-51. Cabero Almenara, J. (2012). Tendencias para el aprendizaje digital: de los contenidos cerrados al diseño de materiales centrado en las actividades. El Proyecto Dipro 2.0. RED. Revista de Educación a Distancia, 32, 1-27. Cabero Almenara, J. (2014). Creación de entornos personales de aprendizaje como recurso para la formación. El proyecto Dipro 2.0. EDUTEC, Revista Electrónica de Tecnología Educativa, 47, 1-18 [Accessed: 12/03/2016] Castañeda, L. & Adell, J. (2013a). La anatomía de los PLEs. In L. Castañeda & J. Adell (Eds.). Entornos Personales de Aprendizaje: Claves para el ecosistema educativo en red (pp. 11-27). Alcoy: Marfil. Castañeda, L. & Adell, J. (2013b). Entornos Personales de Aprendizaje: Claves para el ecosistema educativo en red. Alcoy: Marfil. Conole, G., De Laat, M., Dillon, T., & Darby, J. (2006). JISC LXP: Student Experiences of Technologies Final Report. Creanor, L., Trinder, K., Gowan, D. & Howells, C. (2006). LEX: The learner experience of e-learning. Final project report, JISC. Creanor, L., Trinder, K., Gowan, D. & Howells, C. (2008). Life, Learning and Technology: views from the learners. Learning and Teaching in Higher Education, 2, 26-41. Dabbagh, N. & Kisantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education 15(1), 3-8. Dickey, M. D. (2004). The Impact of Web-Logs (Blogs) on Student Perceptions of Isolation and Alienation in a Web-Based Distance-Learning Environment. Open Learning, 19(3), 279-291. Downes, S. (2010). New technology supporting informal learning. Journal Of Emerging Technologies In Web Intelligence, 1(2), 27-33. Fernández Cruz, F.J & Fernández Diaz, M.J. (2016). Generation Z’s and their Digital Skills. Comunicar, 46 (1), 97-105 [Accessed: 12/03/2016] JISC (2007). In Their Own Words: Exploring the learner’s perspective on eLearning. [Accessed: 12/03/2016] Jones, P., Miller, C., Packman, G. & Thomas, B. (2004). Student and tutor perspectives of online moderation, Welsh Enterprise Institute, University of Glamorgan. Kirkwood, A. & L. Price (2005). Learners and learning in the twenty-first century: what do we know about students' attitudes towards experiences of information and communication technologies that will help us design courses? Studies in Higher Education 30(3), 257-274. Kop, R. & Fournier, H. (2013). Developing a framework for research on personal learning environments. eLearning Papers, 35, 1-16. Macdonald, J. (2003). Assessing online collaborative learning: process and product. Computers & Education, 40(4), 377-391. Mayes, T. (2006) LEX Methodology Report. [Accessed: 12/03/2016] Milman, N. B. (2012). The flipped classroom strategy: what is it and how can it best be used? Distance Learning, 9(3), 85-87. [Accessed: 12/03/2016] O’Regan, K. (2003). Emotion and E-learning. Journal of Asynchronous Learning Networks, 7(3), 78-92. Pedro, L., Santos, C., Almeida, S. & Koch-Grünberg, T. (2012). Building a Shared Personal Learning Environment with SAPO Campus. In Proceedings of the The PLE Conference 2012. [Accessed: 12/03/2016] Prendes, M.P., Castañeda, L., Ovelar, R. & Carrera, X. (2014). Componentes básicos para el análisis de los PLE de los futuros profesionales españoles: en los albores del Proyecto CAPPLE. EDUTEC, Revista Electrónica de Tecnología Educativa, 47, 1-25. . [Accessed: 12/03/2016] Roehl, A., Reddy, S. L., Shannon, G. J. (2013). The Flipped Classroom: An Opportunity To Engage Millennial Students Through Active Learning. Journal of Family and Consumer Sciences 105(2), 44-49. Santos, C. & Pedro, L. (2013). Campus SAPO: Promocionar la idea de PLE con tecnologías sostenidas desde las Instituciones. In L. Castañeda & J. Adell (Eds.). Entornos Personales de Aprendizaje: Claves para el ecosistema educativo en red (pp. 161-166). Alcoy: Marfil. Serrano-Puche, J. (2016). Internet and Emotions: New Trends in an Emerging Field of Research. Comunicar, 46 (1), 19-26. [Accessed: 12/03/2016] Sharpe R., Benfield G., Lessner E. & DeCicco E. (2005). Scoping Study for the Pedagogy strand of the JISC e-Learning Programme. [Accessed: 12/03/2016] Sweeney, J., O'Donoghue, T. & Whitehead, C. (2004). Traditional face-to-face and web-based tutorials: a study of university students' perspectives on the roles of tutorial participants. Teaching in Higher Education, 9(3), 311-323. Timmis, S., O’Leary, R., Weedon, E. and Martin, K. (2004), A multi-disciplinary, holistic approach to networked learning – a critique of a large-scale empirical study into student online learning experiences. In Networked learning conference, Lancaster. [Accessed: 12/03/2016]