In this paper a review of the concept of Personal Learning Environment (PLE)of the scenarios that have been used, the main issues and findings are made. Studies on self-regulated learning and PLE, as well as studies on epistemological beliefs and online learning to propose them as individual variables related to the construction and use of a PLE are reviewed. Subsequently a proposal on the activities to promote the use in these environments, which should be taken intoaccount in the development of instructional situations, is made. / En el presente trabajo se realiza una revisión del concepto de Entorno Personal deAprendizaje (EPA), de los escenarios en los que se han utilizado, de las principales problemáticas y hallazgos. Se revisan los estudios sobre aprendizaje autorregulado y EPA, así como los estudios sobre creencias epistemológicas y el aprendizaje en internet para proponerlos como variables individuales relacionadas con la construcción y uso de un EPA. Posteriormente se realiza una propuesta sobre las actividades a fomentar al utilizar en este tipo de entornos, las cuales se debentomar en cuenta para el desarrollo de situaciones instruccionales. / O trabalho que apresentamos relaciona-se com uma revisão do conceito deAmbiente Pessoal de Aprendizagem (EPA), dos cenários que têm sido utilizados, dos principais temas e conclusões. Estamos revisando estudos sobre a aprendizagem auto-regulada e EPA, bem como os estudos sobre as crenças epistemológicas e a aprendizagem on-line para propô-las como variáveis individuais relacionadas com a construção e utilização dum EPA. Posteriormente, realiza-se uma proposta sobre as actividades para promover a utilização nesses ambientes, que devem ser levados em conta na hora do desenvolvimento das situações de instrução.

Teachers need to be equipped with the tools necessary to evaluate content on the Internet and determine if it is a credible source, or a hoax website since they are expected to instruct and prepare students on how to evaluate the sites which is now a relevant phenomenon. The purpose of the mixed‑method study was to obtain an understanding of the web evaluation strategies of prospective teachers regarding the evaluation of hoax websites and how their epistemic beliefs may influence their evaluation. Another aspect of this study was to find out what outcomes resulted from providing guidance, or not to prospective teachers before evaluating the hoax websites. Seventy‑two prospective teachers from undergraduate education courses completed an online questionnaire, where they evaluated four websites (two hoaxes and two credible) and completed questions regarding their epistemic beliefs. Two groups of prospective teachers were selected. Group A was the control group and Group B was the experiment group. Group A simply took the online questionnaire. However, Group B was provided with an overview of a specific web evaluation strategy, the WWWDOT Framework, before taking the online questionnaire. Sixteen participants were interviewed. Interestingly, almost half of the participants (48.6%), trusted at least one of the hoax websites. The study concluded that teaching the WWWDOT Framework helped to increase the number of people that did not trust the aesthetically appealing hoax website in Group B. Regarding epistemic beliefs, prospective teachers, who displayed feeling‑based epistemic beliefs, tended to trust the hoax website that was aesthetically appealing in Group A. The qualitative results provided additional insights and supported the quantitative data. The qualitative research suggests that lateral reading, spending sufficient time to read and evaluate and knowing the definition of a hoax website as being the most important web evaluation strategies displayed by those that did not trust the hoax websites.

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