Creating-entrepreneurial-mindset

Personal learning environments of polish academic participantsFig. 9. Sharing of information and creation of online resources.4. Discussion of the results.The results of the interview survey show that all respondents possess both the necessaryinfrastructure, and fundamental computer/ Internet skills for efficient movingaround the digital spaces. The respondents' PLSs are primarily constructed around personallaptops, which is very convenient for learning, since users are not restricted to acertain place or time in their educational activities.Student-respondents' answers allow to conclude that they are rather confident abouttheir formal learning infrastructure, with this element of their PLEs being the mostdiverse: students know how to maintain communication with academic teachers, witheach other, how to use university library's databases, how to navigate the Internet siteof their university. The student-respondents also showed themselves as confident andfrequent users of the social software: the prevailing majority of them use social sitesfor both synchronous and asynchronous communication with their friends/ co-students/family members, and for sharing non-academic content with people the respondentsknow in person. Moreover, most student-respondents entertain on the Internet, joiningthe interest-based communities for social interaction with people they do not know inperson. I may risk to conclude that social networks seem to be the part of the studentrespondents'everyday lives. However, the aim of this interaction is rather social thaneducational: students confess to connect with their friends or members of interestbasedcommunities with no intention to study. Most student-respondents' PLEs lack thevital component of informal learning networks and informal learning itself. The expla-74