Collaborate and Engage with Students during the COVID-19 Pandemic: Transforming Teaching for the 21st Century Learners

2021 ◽  
Vol 12 (3) ◽  
pp. 2357-2367
Author(s):  
Sarah Shaharruddin Et.al
Keyword(s):  
21St Century ◽  
Relationship Building ◽  
Learning Session ◽  
Student Background ◽  
Computer Knowledge ◽  
Important Trend ◽  
Learning Platforms ◽  
21St Century Learners ◽  
Universiti Utara Malaysia ◽  
Remote Learning

During the COVID-19 pandemic, attempts to nurture learners by educators to become more active and motivated learning experiences are getting more challenging. Since the past three months of the remote learning implementation, lecturers and students used various platforms to meet and teach the students virtually during the quarantine period and giving teaching materials. This study attempts to explain how online collaboration is integral in keeping learners engage and empower them which is becoming an important trend in the 21st century. A survey was conducted using questionnaire collected from 450 students studying in Universiti Utara Malaysia which looked on their knowledge of using Moodle and Microsoft Teams during the remote learning session and also explored the differences of the survey result from different student background based of gender, age and prior computer knowledge, on their behaviour and their perception on relationship building between their peers and lecturers in remote learning.This study found that by using remote learning platforms such as Moodle and Microsoft Teams effectively with focusing on collaborative elements, students gained better perception by studying them as a group rather than individual context which this study would show that online collaborative learning indeed plays an important elements for students achievement and their understanding of the knowledge they acquire. It is imperative for learners and educators to be mindful of these disruptive drivers and in becoming skillful talents to meet the changes spearheaded in the Industry Revolution 4.0 and the 21st Century Learning Design.

scholarly journals Technology as a resource: Increasing engagement in learning and developing 21st century skills

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Jessica Lukey
Keyword(s):  
Student Engagement ◽  
21St Century ◽  
Teacher Candidates ◽  
Digital Devices ◽  
Research Findings ◽  
The Creation ◽  
21St Century Learners ◽  
Relationship Of ◽  
The Relationship ◽  
Future Practice

The purpose of this research study was to help inform the researcher’s future practice as a teacher on the influence of technology on young learners. The question of inquiry pertained to define how technology has initiated and increased student engagement within their learning, and through this, how technology has specifically influenced the creation of the 21st century learner. By beginning the inquiry through a literature review on the theme of technology and student engagement, the researcher was able to gain an understanding that technology is the motivator for children in developed, and even in undeveloped countries. In order to assess the relationship of technology and student engagement in learning, along with how digital devices influence the creation of 21st century learners, the researcher surveyed a variety of teacher candidates and university students to draw conclusions. From the research findings of the study, the researcher concluded that students were attracted to technology as it is a tool that is convenient in organizing information, and is efficient in making data easier to allocate. Therefore, the skills that technology imparted upon 21st century learners from the findings were allowing students to become self-directed learners, access and, evaluate information through critical thinking and solving data to become more engaged thinkers, and influencing leadership and collaboration skills.

Changing Gears in the Assessment Cycle

2022 ◽  
pp. 157-182
Author(s):  
Ben Seipel ◽  
Paul Bailey ◽  
Rachel Teasdale
Keyword(s):  
21St Century ◽  
Culturally Responsive ◽  
Assessment Tools ◽  
Assessment Framework ◽  
Comprehensive University ◽  
21St Century Learners ◽  
Using Data ◽  
Postsecondary Educators ◽  
Improve Student Learning ◽  
Careful Assessment

There is an ongoing need to prepare postsecondary educators to use not only 21st century assessment tools but also 21st andragogy/pedagogy that meets the needs of all 21st century learners. This chapter reviews those issues, reviews different aspects and approaches to assessment, and proposes an encompassing assessment framework for culturally responsive, authentic, reflective, ethical, formative, universal, and learner-focused (CAREFUL) assessment. The chapter contextualizes these approaches in faculty development (FDEV) to help “change gears” using data from a FDEV opportunity at a midsized, comprehensive university. The chapter provides several examples of CAREFUL assessment and a discussion of how FDEV can improve student learning and experiences.

scholarly journals 21st Century Learners: Changing Conceptions of Knowledge, Learning and the Child

2020 ◽  
Author(s):  
Kate Hirschman ◽  
Bronwyn Wood
Keyword(s):  
Deep Learning ◽  
New Zealand ◽  
21St Century ◽  
Knowledge Economy ◽  
Social Equity ◽  
Digital Natives ◽  
Turn Of The Millennium ◽  
Teachers And Students ◽  
21St Century Learners ◽  
The Impact

  The term ‘21st century learner’ emerged at the turn of the millennium and evoked a certain type of digitally-agile and self-driven learner. These ideas about 21st century learners have been widely and uncritically adopted in New Zealand policies and practices in recent years. This paper examines the origins and substance of this term against the backdrop of globalisation and Knowledge Economy discourses and emerging ideas of ‘digital natives’. It considers the implications of these ideas on conceptualisations of the child, the development of deep learning, the impact on relationships between adults/teachers and students and on social equity. It concludes by suggesting that the term 21st century learner needs on-going critique if we want critical, informed citizens in our democracy.

scholarly journals CONTEXTUAL TEACHING LEARNING (CTL) APPROACH IN SPEAKING MATERIALS FOR STUDENTS’ 21ST CENTURY SKILL: DOES IT HAVE ANY EFFECT?

2019 ◽  
Vol 6 (2) ◽  
pp. 99
Author(s):  
Muliani Muliani ◽  
Dedi Sumarsono
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
21St Century ◽  
Real World ◽  
Speaking Test ◽  
21St Century Skill ◽  
English Speaking ◽  
Contextual Teaching ◽  
21St Century Learners ◽  
Teaching Learning

In this era, having only speaking competence is not adequate for the students.  They also need to possess some other skills like critical thinking which is also known as the 21st century skill. The 21st century learners must possess both self-direction and an ability to collaborate with individuals, groups, and machines. To support this, new speaking materials based on the context of the real world need to be used in teaching the students to ensure the EFL thinking critically is urgently needed. This paper is aimed at knowing the effect English speaking material which is based on contextual teaching learning towards EFL critical thinking in speaking. To achieve this purpose, the students were taught using speaking material which is based on contextual teaching-learning before the speaking test was taken at the end. To analyze the data t-test was applied. The data analysis showed that CTL had a significant effect on students’ critical thinking after being treated.

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