Learning enhancement through deploying personal learning environment, network and problem-based learning assessment

Intended to foster students’ self-directed learning and research ability at the postgraduate level, this educational research evaluated the implications of personal learning environment & network (PLE&N) and problem-based learning (PBL) assessment as student-centric and student-driven pedagogic approaches. Compared to conventional instructional paradigms, the PLE&N platform presents an agile and interactive platform that empowers students to partake in collaborative discourse while orchestrating their learning journey through the judicious utilization of communal resources. The vitality of the PLE&N model is substantiated by the enduring engagement of peers, teachers, professionals, and external experts in the field, fostering a milieu of enriched knowledge exchange, synergistic collaboration, and personalized curation of learning approaches. In contrast, the PBL assessment was designed by incorporating intricate scenarios similar to the real world, thereby affording an avenue for cultivating students’ cogitation and adroit problem-solving skills within a guided learning environment. By integrating constructivist and connectivist pedagogies, the PBL assessment facilitated teamwork while engaging students in independent research and empowered their knowledge construction on selected topics. Students’ self-evaluation through the survey indicated their enhancement in self-directed learning behavior and competence building for complex problem-solving tasks. Moreover, peer feedback and suggestions received through both PLE&N and PBL were highly beneficial for students to analyze information and learning resources from diverse perspectives, which further helped to expand their learning horizon. This study underscored the significance and advantages of modern student-centric approaches such as PLE&N and PBL. These pedagogical paradigms stand as seminal strategies for nurturing nascent post-graduate students, thereby endowing them with indispensable proficiencies in self-directed learning and robust competencies in scholarly inquiry. Keywords: PLE&N, PBL, Constructivism, Connectivism, Pedagogy, Self-directed learning.