ABSTRACT
To have the potential of Personal Learning Environments into full play calls for the involvement of different stakeholders to have a consensus on the purpose and requirements of PLEs implementation, and to provide quality control and quality assurance when applying PLEs in higher education. In light of CRT principles and practice, this Chapter aims to explore from the learner and learning perspective to guarantee learners’ readiness in the PLEs context and tries to conceptualize the learners’ learning experience in PLE as a multi-dimensional construct. The PLE Scale (PLEsS) from the learner and learning perspective (named PLEsS-LL) has six dimensions, namely Self-directed Learning, digital competence, online communication self-efficacy, problem-solving, learning motivation, and learning engagement. The former four dimensions can be categorized as learners’ capacity in online learning, and the latter two dimensions involve emotional input into online learning. This chapter then reviews each dimension and puts forward implications for educators and individual learners.
