# Introducing Personal Teaching Environment for Nontraditional Teaching Methods
## 2 Methodology  
A four-phase research methodology was developed to fulfill the objectives of this study, as presented in Figure 1.  
Figure 1: Research methodology.  
The first step was a comprehensive literature review. In the second step, the authors collected relevant scientific publications using several search engines (e.g., IEEE Xplore, Google Scholar, Science Direct, Elsevier, Emerald Insight, and ResearchGate). Publications on nontraditional teaching methods, and likewise PTE, in general, were identified from 2000 to 2020. The search terms that were used are the following: 'personal teaching environment', 'personal environment', 'personal learning environment', and 'non-traditional teaching methods' in various combinations. The selection of papers was based on seven criteria:  
* Scholarly references were highlighted and supplemented by academic publications from 2000 to 2020.
* Journal and conference papers were selected only if they contained at least one of the search terms in the title, abstract, or keywords to ensure data collection relevance.
* The only publications selected were ones that had nontraditional teaching method or personal teaching as a major or influential aspect of the research.
* Highly technical articles focused on technical aspects of PTE.
* The paper must be published in English language.
* The paper must have been published by one of the distinguished publishers such as IEEE.  
The authors searched academic databases that contain reviews for the most frequently studied nontraditional teaching method to include them in our review. The search resulted in three scholarly sources, as shown in Table 1.  
As a result, we can conclude the following from Table 1:  
1. There is not much information relating PTEs to nontraditional teaching methods.
2. The five frequently studied nontraditional teaching methods identified in the collected scholarly sources were: flipped learning, problem-based learning, gamification, case study, and social media-centered.  
After this, we conducted a second study (the process is presented in Figure 2), over the initial sampling frame of 2000 articles, for gathering essential information about the activities, tool types, and tools used in these five methods. After excluding the papers that did not meet the criteria, 93 papers remained; those were reviewed in-depth to investigate nontraditional teaching methods that needed to be involved in the PTE creation examples which could improve the involvement and engagement of the teachers with the students in the teaching process.  
In the fourth step, the outcomes of the study were presented and divided into two sections: (i) the advantages, frameworks, processes, and successful implementation stories of the selected five nontraditional methods were investigated and identified; and (ii) the PTE examples were built according to the selected nontraditional teaching methods findings.  
\begin{table}
\begin{tabular}{c c c} \hline \hline
**Paper Type** & **Studied Methods** & **References** \\ \hline Systematic review & Flipped classroom, gamification, case study, and social media-centered & [12] \\ \hline Report—evaluative & Flipped classroom, problem-based learning, social media-centered and gamification & [17] \\ \hline Systematic review & Problem-based learning, and case study & [18] \\ \hline \hline \end{tabular}
\end{table}
Table 1: Articles that met inclusion and quality criteria.