Academic satisfaction and key competencies in managing personal learning environments (PLE) at university

Abstract

The purpose of this study is to analyze the influence of key competencies in the management of Personal Learning Environments (PLEs) on the academic satisfaction of university students. The research was conducted using a quantitative approach, with a non-experimental, cross-sectional design and an explanatory scope. The sample consisted of university students from a private institution in Peru. The methodology employed an exploratory factor analysis, which was validated through measurement model analysis. Data processing and analysis were performed using PLS-SEM, a structural equation modeling approach that enabled comparisons of direct effects among the model's variables. The results show that information organization, creative collaboration, and participation in communities and discussion groups have direct, positive, and statistically significant effects on academic satisfaction. In contrast, online information searching did not show a significant direct effect on this variable. Furthermore, the structural model presented a moderate level of explanation for academic satisfaction, confirming the multifactorial nature of this construct in university contexts mediated by digital technologies. The main conclusion is that academic satisfaction does not depend solely on access to digital information but is shaped by cognitive and social skills associated with the effective management of PLEs, especially those linked to the organization of information and collaborative interaction.