Reconfiguring Personal Learning Environments in Higher Education

This article derives from a doctoral intervention project that promoted the development of research competence in law students through the reconfiguration of Personal Learning Environments (PLE). It was an action-research of a practical nature. It consisted of three phases: 1) diagnosis, 2) intervention project design and implementation, and 3) evaluation. There were nine fourth semester students from the Jalpan Campus of the Universidad Autonoma de Queretaro, who participated in the reconfiguration of their PLE; through in-depth interviews and digital narratives, the students shared their experience. The results show that the PLEs allowed students to learn at any time and place and to identify for what, where and from whom they were learning. In this reconfiguration process it was necessary to recognize the autonomy and capacity of young people to regulate their learning.