scholarly journals Remote Learning: Fostering Learning of 21st Century Skills through Digital Learning Tools

2021 ◽  
Author(s):  
Shifan Thaha Abdullateef
Keyword(s):  
Undergraduate Students ◽  
21St Century ◽  
21St Century Skills ◽  
Digital Tools ◽  
Digital Learning ◽  
Learning Tools ◽  
Discussion Forums ◽  
New Era ◽  
The Impact ◽  
Remote Learning

The shift from in-person to remote learning has have led to crisis management. Teachers find it more challenging as content designing and presentation have to undergo drastic change. Though many face-to-face methodologies could be adapted in the online context, Yet, “one size fits all approach” cannot be standardized in remote learning setups. The critical challenge in this ‘new era’ is to make the learners motivated, productive, and responsible. The study aims to find the impact of four digital tools: Discussion Forums, Kahoot, Padlet, and FlipGrid in fostering 21st-century skills and identify the existing gaps between Remote Learning and instructional activities in the EFL context. The study adopts a quantitative approach. First, it tries to examine the utilization of the digital learning tools under Blackboard by the faculty at the Department of English at Prince Sattam University and find out the impact of digital tools in fostering 21st-century skills on the undergraduate students pursuing level six. From the results of the study, it is evident that digital learning tools empower learners. The study recommends significant changes in the pedagogies. Finally, the study suggests rubrics be taken into consideration while choosing digital tools to foster 21 st century skills.

scholarly journals Remote Learning: Fostering Learning of 21st Century Skills through Digital Learning Tools

2021 ◽  
Vol 7 (1) ◽  
pp. 190-201
Author(s):  
Shifan Thaha Abdullateef
Keyword(s):  
Undergraduate Students ◽  
21St Century ◽  
21St Century Skills ◽  
Digital Tools ◽  
Digital Learning ◽  
Learning Tools ◽  
Discussion Forums ◽  
New Era ◽  
The Impact ◽  
Remote Learning

The shift from in-person to remote learning has have led to crisis management. Teachers find it more challenging as content designing and presentation have to undergo drastic change. Though many face-to-face methodologies could be adapted in the online context, Yet, “one size fits all approach” cannot be standardized in remote learning setups. The critical challenge in this ‘new era’ is to make the learners motivated, productive, and responsible. The study aims to find the impact of four digital tools: Discussion Forums, Kahoot, Padlet, and FlipGrid in fostering 21st-century skills and identify the existing gaps between Remote Learning and instructional activities in the EFL context. The study adopts a quantitative approach. First, it tries to examine the utilization of the digital learning tools under Blackboard by the faculty at the Department of English at Prince Sattam University and find out the impact of digital tools in fostering 21st-century skills on the undergraduate students pursuing level six. From the results of the study, it is evident that digital learning tools empower learners. The study recommends significant changes in the pedagogies. Finally, the study suggests rubrics be taken into consideration while choosing digital tools to foster 21 st century skills.

scholarly journals Sosialisasi dan implementasi perangkat pembelajaran matematika dalam mendukung keterampilan abad 21

2021 ◽  
Vol 1 (1) ◽  
pp. 58-62
Author(s):  
I Nyoman Sridana ◽  
Arjudin Arjudin ◽  
Amrullah Amrullah ◽  
Muhammad Turmuzi ◽  
Junaidi Junaidi
Keyword(s):  
High Schools ◽  
21St Century ◽  
21St Century Skills ◽  
Junior High Schools ◽  
Learning Tools ◽  
Teaching Materials ◽  
Learning Methods ◽  
Mathematical Learning ◽  
21St Century Skill ◽  
The Impact

Abstract Lack of knowledge in a number of teachers who are not able to operate the concept of learning well, namely teachers only rely on learning methods and strategies on the handbook or documents that have been received. The impact of learners has difficulty in solving problems. By utilizing the results of research on the development of mathematical learning tools in the form of teaching materials, LKPD, and RPP based on 21st century skills that are feasible to be used can solve the problem. Therefore, it is necessary to socialize and implement the results of the research to the community, especially teachers in junior high schools. the outer target of this agility is the understanding for teachers of 21st century skill-based learning tools, particularly mathematics and other subjects.    

Optimizing K-14 Instruction to Infuse 21st Century Skills

2013 ◽  
Vol 1583 ◽  
Author(s):  
Deborah Day ◽  
Cindy Guo ◽  
Nicole Ferrari ◽  
Heather Edgecumbe ◽  
Christine Broadbridge
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Technological Fluency ◽  
Subject Areas ◽  
K 12 ◽  
The Impact

ABSTRACTThis multi-phased study investigates the learning outcomes of courses taught in the K-14 classroom. Specifically, the methods and practices teachers use to develop and encourage 21st Century Skills including critical thinking skills and technological fluency in all subject areas, STEM and non-STEM related, are of great interest. Currently, these skills are in high demand in fields which develop advanced materials and are the backbone of the National Academiesdeveloped Frameworks for K-12 Science Education. Phase I participants in this study included high school and college educators while Phase II of the study will involve K-14 students. In this study, educators were asked to rate their teaching self-efficacy in two primary areas: critical thinking skills and technological fluency. This included questions related to components in their current curriculum as well as methods of assessment [e.g., rubrics]. The instrument created to measure self-efficacy was based on a modified ‘Science Teaching Efficacy Belief Instrument' (STEBI). All participants were from Connecticut. Results indicate that both STEM and non-STEM related subject areas offer an equally rich array of opportunities to effectively teach critical thinking and technological fluency at a variety of educational levels. The impact of Professional Development on teacher self-efficacy was of particular importance, especially in K-12 education.

scholarly journals REMOTE TEACHING OF INFORMATICS: FEATURES, PROBLEMS, DIGITAL TOOLS

2021 ◽  
pp. 191-202
Author(s):  
Iryna Sokol ◽  
Kyra Stadnychenko
Keyword(s):  
Distance Learning ◽  
Secondary Education ◽  
Approaches To Learning ◽  
Digital Tools ◽  
Full Time ◽  
Digital Learning ◽  
Learning Tools ◽  
Traditional System ◽  
Methodological Principles ◽  
Methods Of Learning

Today, in a pandemic crisis, there is a forced transition from the traditional system of education, designed for full-time «classroom», to a paradigm of learning, where face-to-face stages must be organically combined with remote, and their alternation must occur as required by conditions quarantine restrictions. The usual «quarantine vacations» of previous years have become impossible, when students were able to simply stay at home, and the lost time was further compensated by the intensification of education. Education now faces a situation where views on the basic organizational and methodological principles of learning, the format of the lesson, the use of digital tools, the involvement of students in online work, the use of new distance forms and methods of learning must change. During 2020, significant changes in the regulatory framework took place in education in Ukraine, in particular, the provisions on the distance form of full general secondary education and sanitary regulations for general secondary education institutions were approved, and electronic journals were introduced. However, the analysis of the definitions showed that different documents provide different definitions of the basic concepts of «distance education», «distance learning». Much attention is now being paid to teaching teachers the current way of teaching and the digital tools that can provide it. However, there are still many problems and issues regarding the effectiveness of distance learning, the choice of appropriate programs and services, the rational presentation of educational material. The article highlights a topical issue – providing remote teaching of certain school subjects, in particular the subject «Computer Science». Various methods and approaches to learning are given, digital learning tools tested by the authors of the article are proposed, which can be used as an alternative to local software during distance learning, relevant examples are given.

scholarly journals Development of 21st Century Skills-Based Stereochemistry Learning Tools to Train Students' Argumentation Skills

2021 ◽  
Vol 7 (4) ◽  
pp. 822
Author(s):  
Farah Erika ◽  
Agung Rahmadani
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Design Research ◽  
Lesson Plan ◽  
Assessment Instrument ◽  
Learning Tools ◽  
Tropical Rain Forests ◽  
Stereochemical Structure ◽  
Educational Design ◽  
Educational Design Research

This study aims to describe the validity of 21st century skills-based stereochemistry learning tools to train students' argumentation skills. This research is an educational design research with reference to the design of the Wademan development research model. The research instrument used was a learning tools validation sheet consisting of several validation sheets, namely: syllabus validation sheet, lesson plan validation sheet, teaching material validation sheet, student worksheet validation sheet, and argumentation skills assessment instrument validation sheet. The research data obtained from the validation and review sheets were analyzed descriptively and qualitatively. The expert's assessment of validation for each aspect of the assessment has good and very good validity criteria. These results indicate that learning tools that integrate the nature and complexity of the stereochemical structure of natural compounds from tropical rain forests can be used in the stereochemistry learning process.

scholarly journals Blended Humor and Mind Mapping in Improving 21st Century Skills

2020 ◽  
Vol 25 (1) ◽  
pp. 1
Author(s):  
Anastasia Dewi Anggraeni
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Professional Education ◽  
21St Century Skills ◽  
Learning Material ◽  
Discussion Forums ◽  
Education Department ◽  
Mind Mapping ◽  
Instructional Goals ◽  
Instructional Activities

Instructional communication that occurs in the classroom is expected to be pleasant communication for achieving instructional goals and improving 21st-century skills. 21st Century skills include communication, collaboration, critical thinking, and creativity. This study aims to enhance students’ 21st-century skills through the application of humor and mind mapping in classroom instructional activities. The object in this study was the 65 freshman in the Professional Education Department of Universitas Indraprasta PGRI. The method used in this research was descriptive qualitative. The results show that learning in the classroom becomes more fun and stress-free to understand through humor applied through humorous, motivating, and ice-breaking videos. Besides, there are communications between students through discussion forums and collaboration between them in the learning process. Other than that, student cognitive in critical thinking about the problems discussed in the learning material improves, as well as their creativity in organizing learning media digitally and non-digitally.

scholarly journals Multidimensional 21st century skills scale: Validity and reliability study

2019 ◽  
Vol 14 (1) ◽  
pp. 11-28 ◽  
Author(s):  
Mustafa Cevik ◽  
Cihad Senturk
Keyword(s):  
Factor Analysis ◽  
Undergraduate Students ◽  
21St Century ◽  
21St Century Skills ◽  
Associate Degree ◽  
Early Adulthood ◽  
Age Group ◽  
Validity And Reliability ◽  
Expert Opinions ◽  
Scale Scores

This study aims to develop a multidimensional 21st century skills scale for adolescent and early adulthood students in the 15–25 age group. The research was conducted with 660 high school, associate degree and undergraduate students. From the item pool created during the first stage of the study, 146 items were selected in line with expert opinions. Within the scope of the validity studies, exploratory factor analysis was carried out. As a result of the analysis, a 41-item scale with five sub factors were developed. In the second stage of the study, Lisrel 8.80 program was used with confirmatory factor analysis, and the five sub-factor structure was confirmed. In the third stage of the study, the test–retest method was applied, and the mean scale scores and standard deviation values of the scale in the first and second applications were found to be 3.89, 18.21 and 3.58 and 22.19, respectively. Keywords: 21st century skills, multidimensional 21st century skills scale, 15–25 age group, scale development.

scholarly journals Convergence between 21st Century Skills and Entrepreneurship Education in Higher Education Institutes

2020 ◽  
Vol 9 (1) ◽  
pp. 218 ◽  
Author(s):  
Abdul Ghafar
Keyword(s):  
Social Relationships ◽  
Undergraduate Students ◽  
21St Century ◽  
21St Century Skills ◽  
New Ventures ◽  
A Priori ◽  
Entrepreneurship Education ◽  
Social Constructionist ◽  
Further Development

The aim of this study is to explore the extent to which 21st century skills assume “a priori” as an integral part of entrepreneurship education with the intent of producing graduates who are not just primarily driven to start new ventures but also empowered and enabled to create entrepreneurial impact within organizations. In elucidating this argument the author undertook social constructionist approach, in order to develop an empirical understanding of the role of entrepreneurship education in developing 21st century skills from the perspective and experiences of undergraduate students majoring in Innovation & Entrepreneurship undergraduate program. Findings of this study suggest that teaching detailed and nuanced industry knowledge is arguably beyond the scope of entrepreneurship education systems, but to an extent, it is of paramount importance that students are exposed to the organic industry knowledge through interaction and experiential experiences. Within such interaction, the development of convergent 21st century skills such as social relationships, leadership, creativity and critical thinking further nurture entrepreneurial intents among students. In so doing, this study provides avenues for further development of entrepreneurship education, particularly the integration of 21st century skills. 

Teachers’ use of digital learning tool for teaching in higher education

2019 ◽  
Vol 11 (3) ◽  
pp. 522-537 ◽  
Author(s):  
Xiang Ying Mei ◽  
Endre Aas ◽  
Magnhild Medgard
Keyword(s):  
Higher Education ◽  
Teaching Practices ◽  
Rapid Development ◽  
Digital Tools ◽  
Digital Learning ◽  
Learning Tools ◽  
Learning Organisation ◽  
Structured Interviews ◽  
Content Type ◽  
Teaching In Higher Education

Purpose The purpose of this paper is to explore teachers’ use of digital learning tools for teaching in higher education. Moreover, it investigates how the use of digital tools affects educational practices and how teachers experience the culture of sharing among colleagues and within the organisation. Design/methodology/approach A qualitative methodology was chosen, and semi-structured interviews were conducted with teachers at a higher education institution in Norway. The study uses the TPACK-framework, which illustrates the relationship between technology, professional content knowledge and pedagogical approaches as its theoretical foundation. Findings The findings conclude that teachers are concerned with the convergence of how technology and digital learning tools can support educational processes by engaging and involving the students. The findings further indicate that they are committed to using digital tools to motivate, engage and facilitate student-based education, which in turn leads to more reflection on teachers’ own teaching practices. Based on the theory of Professional Learning Communities, the respondents agree that sharing is a basic prerequisite for a learning organisation. They experience, however, that sharing between colleagues is easier in formal forums than at informal settings. Originality/value The rapid development of technology suggests that many sectors including the education sector must adapt to the new changes in their teaching practices. Nevertheless, many teachers merely use the basic form of digital learning tools to distribute the teaching materials, as such tools are less utilised to support students’ learning process (Fossland, 2015). The research indicates that digital learning tools have positive effect on teaching practices and that they can function as tools to improve the teachers’ own teaching practices. Positive teaching practices should also be shared in a learning organisation to improve teaching practices on an organisational level. Hence, sharing at a professional level can impact learning and the organisational culture in academic institutions.

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