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 Problem-based learning and 21st-century skills: Are they compatible?

2021 ◽  
Vol 6 (2) ◽  
pp. 326
Author(s):  
Ni Komang Arie Suwastini ◽  
Ni Wayan Nilam Puspawati ◽  
Ni Luh Putu Sri Adnyani ◽  
Gede Rasben Dantes ◽  
Zulidyana Dwi Rusnalasari
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Real Life ◽  
Problem Based Learning ◽  
Good Alternative ◽  
Thinking Skills ◽  
Communicative Skills ◽  
Problem Solving Skills ◽  
Library Research ◽  
Teachers And Students

Rapid changes in the 21st century require students to have not only theoretical knowledge but also high order thinking skills and communicative skills. Arguing that problem-based learning can be a good alternative for improving 21st-century skills, the present study will elaborate on the characteristics, syntax, strengths, and challenges faced in implementing problem-based learning in the classroom. Library research was employed to choose the references for supporting the arguments. Relevant articles were chosen from reputable international journals through Google Scholar, limiting the publication's date from 2015 � 2020, with keywords related to problem-based learning and developing 21st -Century skills. The results reveal that the problems proposed in problem-based learning must be real-life-based and require problem-solving skills. The syntax of the implementation can be adjusted based on the needs of teachers and students. Although problem-based learning might be intricate, suitable strategies can be employed to obtain maximum benefits from this approach. In short, problem-based learning is an appropriate teaching approach to be implemented to meet the needs of the 21st century.

Games in E-learning

2012 ◽  
pp. 179-209
Author(s):  
Michelle Aubrecht
Keyword(s):  
Problem Solving ◽  
Systems Thinking ◽  
21St Century ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Evidence Based ◽  
Online Game ◽  
Game Based Learning ◽  
Problem Solving Skills ◽  
E Learning

Game-based learning is a dynamic and powerful way to engage students to develop evidence-based reasoning, analytical and critical thinking skills, problem-solving skills, systems thinking, and connect with peers, all of which are 21st century skills. Games can lead students to become participatory learners and producers instead of passive recipients. This chapter considers the following three approaches to using games with students: (1) an instructor makes a game for a specific learner outcome, (2) students make a game, and (3) an instructor uses a commercial or online game. The chapter emphasizes the second and third methods. Specific examples of how games are being used with students illustrate ways to teach with games.

scholarly journals The Use of “Scratch and Challenge Board” as an Alternative Assessment Tool to Enhance University Students’ Skills

2021 ◽  
Vol 17 (3) ◽  
pp. 85
Author(s):  
Tajularipin Sulaiman ◽  
Suzieleez Syrene Abdul Rahim ◽  
KaiYan Wong ◽  
Wan Marzuki Wan Jaafar
Keyword(s):  
Focus Group ◽  
Learning Environment ◽  
University Students ◽  
21St Century ◽  
21St Century Skills ◽  
Alternative Assessment ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Research Approach

Abstract: In the teaching and learning process, assessment can be applied in various ways.  In order to ensure the quality of education, assessment should be performed as a platform to support student learning. The role of assessment also ensures that students’ learning outcomes meet the needs of the 21st century skills. “Scratch & Challenge Board” (SCB) can be used to support the 21st century teaching and learning environment through focus group discussions. Therefore, the aim of this study was to explore the perspectives of university students on the use of “Scratch & Challenge Board” as an alternative assessment tool in enhancing students’ skills. This study applied the qualitative research approach. Data were collected through focus group interviews and related documents such as students’ assignments. A total of 10 focus group were obtained, with 3-4 students in each group, and each discussion was moderated by an experienced moderator. Collected data were analysed using constant comparative data analysis methods to obtain the themes. Four (4) themes emerged in this study: (i) alternative assessment encourages active participation in learning, (ii) integrating technologies in assessment tools, (iii) relevant with 21st century skills, and (iv) improvement in learning environment. In conclusion, the “Scratch and Challenge Board” is an assessment tool that not only supports face-to-face teaching and learning, but can also be integrated with technological devices and social media platforms. The “Scratch and Challenge Board” also enhances students’ 21st century skills   Keywords: Assessment tool, Alternative assessment, Group discussion, Teaching innovation

scholarly journals A FLIPPED LEARNING ENVIRONMENT: A DISRUPTIVE APPROACH FOR TRADITIONAL CLASSROOMS?

2021 ◽  
Vol 6 (42) ◽  
pp. 83-93
Author(s):  
Byabazaire Yusuf ◽  
Mohammed Ahmed Taiye
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Focus Group ◽  
Learning Environment ◽  
21St Century ◽  
Cultural Sensitivity ◽  
21St Century Skills ◽  
Flipped Classroom ◽  
Flipped Learning ◽  
Problem Solving Skills

The primary purpose of this study was to examine whether a flipped learning environment was a disruption to the traditional instructional approach, particularly in consideration of the 21st-century skills that students must acquire before graduation. A flipped classroom is one in which students are introduced to content at home or outside classroom via technology, and practice working through it at school. A qualitative research design was employed to conduct the study through a focus group approach. Nine in-service teachers, who were participants in a flipped classroom pilot program in Malaysia, served on the focus groups. Data were collected through asynchronous virtual focus group discussions. The scissor-and-sort approach was employed in the data analysis process. Findings from the study indicated teachers believed that a flipped learning environment maximized student learning potential, allowed for collaborative learning, created an engaging learning environment and promoted higher order critical thinking and problem solving skills, all suitable for encouraging and practicing 21st century skills in the classroom. Therefore, this study showed that the flipped classroom approach disrupts the traditional learning environment in a positive manner and avails opportunities to equip students with the relevant skills of problem-solving, critical thinking, collaboration, cultural sensitivity, and creativity which are essential for life-long learning and participating in a competitive 21st-century learning environment.

Infusing 21st Century Skills in a Smart Learning Environment for Secondary Mathematics Classrooms

2019 ◽  
pp. 99-116
Author(s):  
Steve Carlisle Warner
Keyword(s):  
Learning Environment ◽  
21St Century ◽  
Learning Process ◽  
Real World ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Smart Learning Environment ◽  
Smart Learning ◽  
Real World Problems

The main objective of this chapter is to demonstrate how an instructional model, 2T2C, was used to infuse 21st century skills in the teaching of secondary school mathematics using a smart learning environment (SLE). It was imperative that cooperative and collaborating learning methodologies were included in the teaching model to ensure peer/teacher interaction to enhance student communication, the infusion of high-order thinking skills to guarantee that students can solve real-world problems and think at higher cognitive levels, the introduction of self-efficacy sessions to ensure that all students have the confidence and self-esteem to believe and have the self-assurance to solve mathematical real-world problems and take responsibility for their own learning, and the infusion of technology as a resource in the teaching and learning process: hence, 2T2C (thinking, technology, communication, and confidence). The scenarios presented highlighted the need for communication, high-level cognitive objectives, multiple evaluation practices, and thinking as key to the learning process.

E-Learning and Conventional Learning in 21st Century Information Age: A Case Study Of Students from Selected Universities in Buffalo City Metropolitan Eastern Cape South Africa

10.31355/39 ◽  
2019 ◽  
Vol 3 ◽  
pp. 031-041
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Learning Environment ◽  
21St Century ◽  
Teaching And Learning ◽  
Eastern Cape ◽  
Teaching And Learning Environment ◽  
E Learning ◽  
Higher Education Teaching

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose................................................................................................................................................................................................. The main aim of the study is to critically examine the forces that can impede or support students to use e-learning in higher education teaching and learning environment which require not only pre-technological literacy’s but easy access to the e-learning platform and ICT devices. Background................................................................................................................................................................................................. The concept of e-learning has grown considerably in the past three or four decades, which according to Pollock and Cornford, (2003) has prompted a great deal of interest in using and integration of technology into teaching and learning environment thereby transforming the very nature of the traditional higher education system. Murphy et al (2001) have highlighted that not only does the new technologies supplement the conventional course delivery in institutions of higher learning, but they have also become a catalyst for change in higher education. South Africa as a developing nation has adopted the introduction of ICTs in the education system with the hope that it may offer some solutions to the challenges of education in South Africa. The South African Department of Education believes that developments in ICTs and its introduction to the education system creates access to learning opportunities, redresses inequalities, improve the quality of learning and teaching, and deliver lifelong learning (Department of Education, 2004). Even though internet access and ICT devices are becoming more common in South Africa, the use of them for teaching and learning purposes are limited. According to the White Paper on E-education in South Africa (SA, 2004), the Province of Eastern Cape has ranked lowest in terms of number of schools with computers for teaching and learning and as a result many students from Eastern Cape Province who enter higher education do not have adequate technological literacy levels to cope with the demands of higher education teaching and learning environment. Methodology................................................................................................................................................................................................. The design of the study was a case study and it utilized quantitative method. The number of sample units in the study was 65 students from Walter Sisulu University, University of South Africa, Pearson Institute of Higher Education (formerly called CTI) and University of Fort Hare campuses based in East London Eastern Cape Province South Africa. The data were analyzed using MS Excel spreadsheet database for conversion into percentages for the descriptive statistics. Contribution................................................................................................................................................................................................. It is essential to understand the forces that can impede or support e-learning. Possible solutions can be suggested for successfully integrating e-learning into higher education teaching and learning environment to meet 21st century students’ needs. The South Africa case study identified that a number of respondents indicated that the resources are available for e-learning on their university campuses. But these available resources are not efficiently used by most respondents to support their studies. Findings......................................................................................................................................................................................................... The results indicated that in the area of infrastructure required for e-learning, the majority of respondents indicated that the resources are available for e-learning on the campuses of the sampled universities. But these available re-sources are not efficiently utilized by respondents to support their studies. Recommendations for Practitioners............................................................................................................................................................... While universities and other institutions of higher education are encouraging integration of e-learning into the curriculum, it is also imperative that their teaching and learning strategies and policies take into account that some students are unevenly challenged in terms of technological skills and still require additional support. Recommendation for Researchers................................................................................................................................................................ There is the need to explore in depth the aspects that lead to the successful integration of e-learning into conventional lecture method of courses delivery. Impact on Society........................................................................................................................................................................................... With the dawn of 21st century digital and knowledge-based economies evolution where the integration of computers and other ICTs tools in higher education teaching and learning environments have been found to be very beneficial to students, hence not only pre-technological literacy’s of students but easy access to the e-learning platform and ICT devices are critical to higher education learning environment. Assessing students technological skills and access to e-learning platforms to which this study contributes will assist in improving quality education which has a greater impact on society. Future Research............................................................................................................................................................................................... In the context in which this study was conducted further examination of the technological skills of academic staff of the successful integration of e-learning into curriculum would be advisable.

scholarly journals The impact of the interaction between the e-learning environment and the level of self-learning ability on critical thinking and achievement in mathematics among secondary school students

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Nourah Marzouq Al Qathami - Ghadir Zein Eddin Flambain
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Ability ◽  
School Students ◽  
Significant Difference ◽  
E Learning ◽  
The Mean ◽  
Self Learning

The aim of the research is to identify the effect of the interaction between the e-learning environment and the level of self-learning ability on critical thinking and achievement in mathematics among secondary school students. In order to achieve the objectives of the study, the researcher relied on the semi-experimental approach, where the research tools were in the measure of self-learning ability, electronic achievement test, After verifying the validity of the research tools and their consistency, they were applied to a sample of (35) female high school students in Taif, They were divided into the first two experimental groups (18) and the second (17) according to the level of self-learning ability (high and low). The first group is taught through a virtual e-learning environment and the other through a personal electronic learning environment. The data were processed using the SPSS statistical program and the research reached a number of results, the most important of which are: There was a statistically significant difference (0.05) among the average scores of the students in the post-test of the achievement test among the first experimental group using the virtual e-learning environment, and the general average (14.28) and the second experimental group using the personal e-learning environment and got a general average (15.39), and shows the difference in favor of the second experimental group. There was also no statistically significant difference (0.05) between the mean scores of the students of the two groups in the post-measurement scores of the Critical Thinking Skills Scale. A statistically significant difference (0.05) was found between the mean scores of the students of the experimental groups in the academic achievement and the critical thinking skills scale due to the main effect of the different level of self-learning ability (high / low) For students with high self-learning ability, There were no statistically significant differences at (0.05) between the mean scores of the students of the two groups due to interaction between the e-learning environment (virtual / personal) and the level of self-learning (high / low) in academic achievement and critical thinking skills. In the light of the results, a number of recommendations and suggestions were presented to enhance the critical thinking skills and the achievement of mathematics in secondary school students and in all educational stages, Including the awareness of teachers and teachers of the importance of using e-learning environments in achieving the desired educational goals and attention to the development of thinking skills in general and critical thinking skills in particular to ensure the efficiency of the process of learning and continuous learning process.

scholarly journals MOOCs as Disruptive Innovation in Higher Education

2018 ◽  
Vol 1 (1) ◽  
pp. 10-12
Author(s):  
Kamarudin Hussin
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Flipped Classroom ◽  
Higher Education Institutions ◽  
Disruptive Innovation ◽  
Virtual Learning Environment ◽  
The Internet ◽  
Free Access ◽  
Access To Higher Education ◽  
E Learning

The advancement of technology in higher education is always perceived as a valuable innovation that create better impact to the society. The advent of the Internet for instance, has magnificently created important features in learning environment globally. Higher education community optimizes the Internet as an essential resource, communication platforms and dynamic tools in their core teaching-learning, research, consultation activities, entertainment and many others. Moreover, innovations such as mobile technology has successfully broadened access to the Internet and related online services and facilities. Higher education institutions as the hub for technology development and innovation have invested in virtual learning environment to support current needs of global population. Related to this fact, e- learning modules and contents are offered across universities, and interested learners in public communities are benefited by this opportunity. Educators and experts in higher education institutions are delivering their knowledge, discoveries and expertise via e-learning platforms and other supported technology. Equally important, e-learning has successfully expanded opportunities for lifelong and flexible learning, and offered a solution for practical issues and increasing student numbers. As a matter of fact, e-learning has been proposed as a promising way out for many complex issues such asfunding constraints, increasing demand and access to higher education while improving quality and high impact educational provisions in many countries. While addressing these issues, higher education administrators, educators, researchers and policy makers have developed responses in various frameworks. Initiatives such as Competency-Based Online Programs, development of open source materials, flipped classroom and Massive Open Online Courses (MOOCs) have contributed towards reducing cost of higher education as well as increasing access to higher education. MOOCs technology has proven its capability to reach massive audienceof about 30,000 students at a time. Across the globe, MOOCs offer free access to online course lectures, self- paced lessons, readings, problem sets, blogs, discussion boards, peer assessment and even online discussion group platforms for global students (Leon and Price, 2016). In 2017, MOOCs offered more than 9,400 courses with more than 500 MOOC based credentials according to data gathered by Class Central. Excitingly, MOOC platforms have recorded more than 81 million learners to date (Class Central, 2017).  

scholarly journals REFLECTIONS OF CREATIVITY IN THE 21ST CENTURY CLASSROOM

2021 ◽  
Vol 4 (1) ◽  
pp. 100-108
Author(s):  
Mutlu Soykurt
Keyword(s):  
Effective Teaching ◽  
21St Century ◽  
Teaching Strategies ◽  
21St Century Skills ◽  
Thinking Skills ◽  
Innovative Teaching ◽  
Effective Learning ◽  
21St Century Classroom ◽  
The Way

Creativity has long been on the agenda of those innovative and inspirational teachers who have devoted themselves to doing their jobs more effectively. 21st century teachers are required to fit their skills, abilities and thinking skills into the latest improvements and changes in effective learning pedagogies and look for ways not only to make necessary adaptations in their curriculum, but also go beyond to stimulate learners to develop certain thinking skills to learn. This study mainly puts emphasis on innovative teaching strategies and some out-of-the-box ideas about the way teachers should convert their ideas to be effective in class to shed a new light on effective teaching. Keywords: creativity, EFL classes, creative activities, 21st century skills

scholarly journals Digital learning on the basis of 21st century higher education

2016 ◽  
Vol 3 (6) ◽  
Author(s):  
György Molnár
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
21St Century ◽  
Education System ◽  
Rapid Development ◽  
Digital Learning ◽  
Way Of Life ◽  
Learning Methods ◽  
Teaching Learning

The rapid development of ICT is constantly calling for society and economics, as well as our way of life. This tendency is being intensified these days by the transformation of the basic lifestyles, tasks and roles besides the changes of the education system and its components. The major shifts in technical and technological advancements have resulted in the development of the learning environment and the spread of digital learning therefore required the adjustment of learning forms and fundamental principles). Its signs are primarily visible in the changes of the classical teaching-learning methods, the redefining of the learning environment and the shifts of different roles.

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