Welcome to the InfoSci Platform
Improving Online Learning Engagement and Cognitive Performance: A Pilot Study of UDL-Guided Personal Learning Environments

Improving Online Learning Engagement and Cognitive Performance: A Pilot Study of UDL-Guided Personal Learning Environments

Yunfeng Zhang, Xiaoshu Xu, Yan Yue, Jia Liu, Vivian Ngan-Lin Lei
Copyright: © 2022 |Volume: 12 |Issue: 1 |Pages: 21
ISSN: 1947-8518|EISSN: 1947-8526|EISBN13: 9781683181279|DOI: 10.4018/IJVPLE.307020
Cite Article Cite Article

MLA

Zhang, Yunfeng, et al. "Improving Online Learning Engagement and Cognitive Performance: A Pilot Study of UDL-Guided Personal Learning Environments." IJVPLE vol.12, no.1 2022: pp.1-21. http://doi.org/10.4018/IJVPLE.307020

APA

Zhang, Y., Xu, X., Yue, Y., Liu, J., & Lei, V. N. (2022). Improving Online Learning Engagement and Cognitive Performance: A Pilot Study of UDL-Guided Personal Learning Environments. International Journal of Virtual and Personal Learning Environments (IJVPLE), 12(1), 1-21. http://doi.org/10.4018/IJVPLE.307020

Chicago

Zhang, Yunfeng, et al. "Improving Online Learning Engagement and Cognitive Performance: A Pilot Study of UDL-Guided Personal Learning Environments," International Journal of Virtual and Personal Learning Environments (IJVPLE) 12, no.1: 1-21. http://doi.org/10.4018/IJVPLE.307020

Export Reference

Mendeley
Favorite Full-Issue Download

Abstract

The study aims to construct and pilot test a Universal Design for Learning (UDL) guided PLE platform to enhance learners’ engagement and achievements in the International English Language Test (IELTS) course. Altogether, 178 sophomores from a comprehensive university in the coastal area of China joined a 16-week IELTS project. Mixed methods were used. To assess the learners’ learning engagement, data involving the weekly discussion forum, weekly participation on the platform, vocabulary exercises, and open questions about the benefits and gains from the forum were collected and analyzed. The result indicated an improved learning engagement in the PLE-IELTS platform. To evaluate learners’ cognitive achievement, the pre-and post-test of IELTS listening and reading were carried out. The result of the pre-and post-test indicated a significant difference, indicating the improved cognitive performance of the participants. This paper offers insights into the construction of a highly engaged and cognitively effective PLE platform that is universally accessible and inclusive for all.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.