A GAME-BASED, ACTIVE LEARNING APPROACH FOR BUILDING 21ST CENTURY SKILLS IN ENGINEERING AND ECONOMICS HIGHER EDUCATION

2020 ◽  
Author(s):  
Hariklia Tsalapatas ◽  
Olivier Heidmann ◽  
Constantinos Katsimentes ◽  
Spiridon Panagiotopoulos ◽  
Christina Taka ◽  
...  
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Learning Approach

scholarly journals The Effect of a Stimulating Learning Environment on Pre-Service Teachers’ Motivation and 21st Century Skills

2016 ◽  
Vol 5 (3) ◽  
pp. 29 ◽  
Author(s):  
Yonit Nissim ◽  
Eyal Weissblueth ◽  
Lennie Scott-Webber ◽  
Shimon Amar
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Student Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Innovative Technology ◽  
Traditional Classrooms ◽  
High Increase ◽  
Post Occupancy Evaluation ◽  
New Learning

<p>We investigated the effect of an innovative technology-supported learning environment on pre-service student teachers’ motivation and 21st century skills. Students and instructors filled-in the Active Learning Post Occupancy Evaluation (AL-POE) questionnaire. Analysis included tests for individual items and a comparison of the overall mean, composite differences between pre- and post- occupation of the new classes.<strong> </strong>Over 80% reported high increase in creativity, motivation, ability to get higher grades and engagement in class while studying in the new learning environment. They gave significantly higher evaluations for practices and solutions in the new vs. traditional classrooms and perceived working there adequately and better, on many of the 21st century skills.<strong> </strong>Therefore, learning environment plays an important role in preparing pre-service teachers.</p>

Accounting and Finance Students' Perceptions About Active Learning in an Economics-Lecture Classroom

2020 ◽  
pp. 18-34
Author(s):  
Sandrina B. Moreira
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Environments ◽  
Interactive Learning ◽  
Learning Experiences ◽  
Decisive Role ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning Techniques

In higher education there is an increasing trend from teacher-centered to student-centered learning environments, wherein active learning experiences can play a decisive role. This chapter assesses how students perceive the use of active learning techniques within the lecture framework, traditionally accepting students as passive listeners. A survey was distributed in the undergraduate course of Accounting and Finance - evening classes, at the end of the semester, to evaluate and help refine the active learning approach conducted in an economics course. Students reported an overall positive response towards active learning, which helped them to focus, engage, and learn. They especially value the lectures as interactive learning experiences. Students' appraisal regarding the usefulness of key implementation rules like the what, when, who technique on slide-written instructions, as well as the variety of active learning activities tested, revealed the designing and testing of active learning events need improvement.

scholarly journals Am I Fit for Tomorrow’s Labor Market? The Effect of Graduates’ Skills Development during Higher Education for the 21st Century’s Labor Market

2020 ◽  
Vol 12 (18) ◽  
pp. 7746
Author(s):  
Omar Habets ◽  
Jol Stoffers ◽  
Beatrice Van der Heijden ◽  
Pascale Peters
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
21St Century ◽  
21St Century Skills ◽  
Employability Skills ◽  
Skills Development ◽  
Perceived Fit ◽  
Cross Sectional ◽  
Higher Education Curriculum ◽  
New Graduates

This study contributes to the employability skills debate by investigating how students’ self-perceived 21st century skills relate to the self-perceived fit between their higher education curriculum and their future labor market for a sustainable entry to this labor market. Survey data from 4670 fourth-year students over a period of four years were analyzed. Furthermore, out of this group, 83 students were monitored longitudinally over their full educational student careers. Results showed a positive relationship between students’ self-perceived 21st century skills and their self-perceived “education-future labor market fit”. Among more recent cohorts, a significant improvement in their self-perceived 21st century skills was found. Overall, this study indicated that in order to deliver “employable” graduates, students need to be thoroughly trained in 21st century skills, and their development should be retained and expanded. This is one of the few studies that uses a vast amount of both cross-sectional and longitudinal data on skills and labor market perspectives among new graduates.

scholarly journals Practicing 21st Century Skills in the Classroom

2020 ◽  
Author(s):  
Meghan Perdue
Keyword(s):  
Higher Education ◽  
Workforce Development ◽  
21St Century ◽  
21St Century Skills ◽  
Bachelor's Degree ◽  
Higher Education Curriculum ◽  
Consulting Firms ◽  
Education Model ◽  
The University

In the midst of the current technological revolution, there is a thriving conversation about how society should adapt to the future of work taking place in the national media, universities, policy organizations, think tanks, consulting firms and companies. One such model for work and education under consideration is that of the role of higher education in workforce development. How well does a bachelor’s degree prepare an individual for a career in this shifting landscape of work? What is the responsibility of the university to the student – to prepare them for a career? Or to help them build the intellectual framework to build a meaningful life Incorporating the practice and development of 21st century skills into the higher education classroom does not necessarily require a great rethinking of the education model or content delivery. Rather, it could be as simple as encouraging faculty to use proven educational principles such as active learning and group-based learning into the classroom. This would allow students to practice some of the necessary skills such as communication, respect, teamwork, and problem solving into their higher education curriculum.

scholarly journals Implementation of 21st Century Skills in Higher Education of Pakistan

2019 ◽  
Vol IV (III) ◽  
pp. 223-233
Author(s):  
Hayat Khan ◽  
N.B. Jumani ◽  
Nawab Gul
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Global Economy ◽  
Industrial Economy ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
The World ◽  
Skills Learning

The emergence of the global economy has changed the demands of citizenship and employment in the new millennium. The world is shifting from an industrial economy to knowledge based economy. Keeping in view these challenges, 21st century society and work sphere require individuals equipped with 21st century skills. Therefore the present study was designed to examine the implementation of 21st century skills in universities of Pakistan. The aim of the study was to examine the existing programs and practices at the universities and their relation with 21st century skills. Learning and innovation skills, also called 4Cs skills, were taken as 21st century skills in the present study. These skills consist of (i) critical thinking and problem solving, (ii) communication, (iii) collaboration, and (iv) creativity. Findings of the study revealed that these skills were not fully developed in majority of the students in universities.

scholarly journals E-Portfolio to Assess the 21stCentury Skills of Students in Smart E-Learning Environment

2020 ◽  
Vol 3 (1) ◽  
pp. 49-56
Author(s):  
Hala El-Senousy
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
21St Century ◽  
21St Century Skills ◽  
Assessment Tool ◽  
Digital Age ◽  
Thinking Skills ◽  
Assessment System ◽  
Problem Solving Skills ◽  
E Learning

In the digital age, the interaction between the ICT and the educational system has led to fundamental transformations and changes to all elements of the learning process. Intelligent devices have enabled the learner to access knowledge resources at any time and anywhere. Learning management systems have produced a smart E-learning environment which enables active learning, Communication, and interaction among users. Quality Assurance in Higher Education has become urgent and aspires to qualify graduates who have mastered diverse and varied skills appropriate with the digital age. The academic programs requisite to rely upon the evaluation of learning outcomes, not only cognitive but also skills, thus the modification of the current assessment system is demanded. This study identified the 21st century skills and performance of learners in five categories: Critical Thinking Skills, Problem Solving Skills, Digital Communication & Sharing Skills, the Productivity of Creative Innovation Skills, and Self Regulated Learning & Career Skills. While Higher education is required to provide evidence of student learning skills, the study suggests E-Portfolios, which are considered as a tool that allows the student to: organize, save, document, publish, and digitally share his work as an accurate assessment tool. The study discusses the foundations, principles, objectives, and analyzes the application of E-Portfolio as a learning and assessment tool of 21st century skills in higher education. Keywords: E –Portfolio, 21st century skill, Quality of smart E-Learning.

scholarly journals Student Engagement Across Cultures - Investigating Lecture Software

2017 ◽  
Vol 6 (1) ◽  
pp. 15-30
Author(s):  
Alison J Green ◽  
Gail Sammons ◽  
Alice Swift
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Active Learning ◽  
21St Century ◽  
Software Technology ◽  
Integrate Technology ◽  
The U.S

Most instructors are looking for ways to improve student engagement in higher education classrooms across the globe.  With the influx of tablets and laptops as the tool for students in the 21st century, the question arises of how best to integrate technology into the design of a lecture and is there a difference when designing a lecture with technology across cultures?  The purpose of this study was to investigate lecture software in the classroom. Students and instructors from Singapore and the U.S. participated.  The instrument, to collect the perceptions of the lecture software was the Student Engagement Survey, and the results reveal that active learning was a common educational thread across the globe by using the lecture software technology.

scholarly journals Student Skills and Employability: A Study from Students’ Perspective

2019 ◽  
Author(s):  
Le Thai Hung ◽  
Pham Thi Anh Phuong
Keyword(s):  
Higher Education ◽  
21St Century ◽  
21St Century Skills ◽  
Development Planning ◽  
Informal Logic ◽  
Employability Skills ◽  
Skills Development ◽  
Research Report ◽  
Viet Nam ◽  
Graduate Attributes

This study is aimed at evaluating the relationship among students’ skills and their employability based on surveying students using 5 point Likert scale. The survey includes 490 students whose major are foreign languages and the results show that there are differences in the level of awareness between first year students, third year students and last year students. Thanks to the data analysis, it is revealed that most students believe that the university reputation has an important role in their employability (Mean= 3.80), they can do any kinds of work provided that work matches their skills and experience (Mean=3.05); therefore, students need to have some other skills in order to become successful in finding their jobs. Among the skills mentioned in the survey, the skills for working in group, skills for adaptability, skills for listening to others, skills for risk acceptability, skills for public speaking and skills for critical thinking are  more effectively contributing factors to employability in comparison with other skills. Keywords Students, employability, skills, attitude, influence References [1] Bộ Lao động Thương binh và Xã hội. (2018). Bản tin cập nhật thị trường lao động Việt Nam - quý II năm 2018. [2] Đào Đăng Phượng. (2017). Thị trường lao động và sự hình thành nguồn nhân lực ở Châu Âu và Việt Nam. Paper presented at the Hội Thảo Khoa Học Quốc tế "Tăng Cường Cơ Hội Tiếp Cận Thị Trường Lao Động Cho Thanh Niên và Sinh Viên Việt Nam Sau Khi Tốt Nghiệp. [3] Hà, T. T. (2017). Tiếp cận thị trường lao động cho sinh viên Việt Nam trong thời kỳ đổi mới giáo dục. 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