scholarly journals 21st Century Skills in Higher Education: Teaching and Learning at Ifugao State University, Philippines

2020 ◽  
Vol 10 (2) ◽  
pp. 72-81
Author(s):  
Nancy Ann Pawid Gonzales
Keyword(s):  
Information Technology ◽  
21St Century ◽  
Significant Relationship ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Faculty Members ◽  
Use Of Technology ◽  
Significant Difference ◽  
Global Connections

The study ascertained the profile of students and faculty members and the level of their critical thinking, collaboration, communication, creativity and innovation, self-direction, global connections, local connections skills, and use of technology as a tool for learning. It also determined the significant difference among the 21st century skills and the dimensions, profile and the respondents. It also determined if a significant relationship exists between the levels of the 21st century skills among students, faculty members, and administrators. Survey through a questionnaire was used to gather data. Stratified sampling technique was applied in determining the 539 students, 125 faculty members, and 35 administrator respondents in the study. Frequency count and percentage were employed to find out the profile of students, faculty members and administrators. Mean rating was used to determine their level of 21st century skills. Results revealed that most of the student respondents are females, enrolled in the education, information technology and agricultural technology programs. Majority of the faculty members and administrators are females, in their middle adulthood stage and taught for more than six years. Results further indicated that the students, faculty members and administrators had a very good level of 21st century skills. Significant differences were noted between the 21st century skills of students by courses/programs and campuses. Significant differences were also recognized among faculty members between their 21st century skills and age. There is no significant relationship between the level of 21st century skills of students, faculty members, and administrators. The findings imply that there is a need to adopt more programs and activities in order to improve the 21st century skills among the students and faculty members. This can be done by upgrading the information technology systems of the University. Strengthening and reactivating global and local connections is also deemed necessary. These can be realized by increasing student and faculty mobility, use of blended learning approach in both the graduate and undergraduate levels, international partnerships, and reaching out to the local communities through projects among others.

scholarly journals Using infographics as a technology-based tool to develop 21st century skills in an ESL context

10.32698/0242 ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 35
Author(s):  
Fetylyana Nor Pazilah ◽  
Harwati Hashim
Keyword(s):  
21St Century ◽  
Teaching Strategies ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Digital Natives ◽  
Vital Role ◽  
Visual Aids ◽  
Online Application ◽  
Daily Lives ◽  
Use Of Technology

Technology is advancing every day and there is no stopping to it. It plays a vital role in our daily lives which includes in education field. The use of technology is massively implemented in classrooms as teaching strategies. Old teaching strategies such as visual aids are often improvised to match with the students’ interest. Teachers would usually find it difficult to teach students who are digital natives and demand a much more familiar and casual learning environment. It is also significant for teachers to equip the students with all 21st century skills in an ESL classroom. The students would prefer if the teachers could teach using any technological tools.  Infographics is one of the visual aids that integrates the use of technology. Online application such as Easel.ly can be used to strengthen teaching and learning sessions. Hence, this paper reviewed on the effectiveness of using infographics in developing 21st century skills in an ESL context.

scholarly journals 4P-2E Model: Teaching and Learning Process Through ICT Integration for Private Islamic Schools in Thailand

2021 ◽  
Vol 16 (4) ◽  
pp. 71
Author(s):  
Sariya Binsaleh ◽  
Muazzan Binsaleh
Keyword(s):  
Information Technology ◽  
Private Schools ◽  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Ict Integration ◽  
Joint Research ◽  
Innovative Teaching

The research “teaching and learning process by integrating information and communication technology for Islamic private schools in the three southernmost provinces of Thailand in the 21st Century" aimed to determine the integration of information technology for the design and development of innovative forms of teaching in line with the current situation of Islamic private schools in the three southern border provinces. The research scope focused on the development process for teachers to develop innovative forms of teaching to enable learners with lifelong learning skills. Teachers also were able to apply ICT in designing and developing innovative models for teaching to meet the 21st century skills. The participation and action research methods were used by allowing teachers to play a researcher’s role in conducting joint research with the team.  Project-based learning instruction method with ICT integrated was used. The results of this research is the innovative model of teaching that integrated information technology to provide students with the 21st century skills which is the 4P-2E model.  The impacts of this research to learners are: (1) Learners are creative, they enjoy the project-based learning and the integration of ICT in learning. (2) Learners are able to extend their own knowledge and are equipped with the 21st century skills and (3) Learning achievement of learners has improved significantly.   Keywords: 4P-2E Model, Teaching and learning process, ICT integration, Innovative teaching and learning, Project-based learning

scholarly journals 21st Century Teaching and Learning: Student Teacher’s Perceptions and Challenges in Higher Education Institutions

2021 ◽  
Vol 5 (1) ◽  
pp. 12
Author(s):  
Fitriati Fitriati ◽  
Satria Prayudi
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Data Analysis ◽  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Higher Education Institutions ◽  
Dynamic Environment ◽  
Bridge Performance

As information technology rapidly changes workplaces and classrooms, the need for education has shifted from focusing on static skills to the ability to learn in a dynamic environment. Higher education institutions are looking for teaching practices to bridge performance gaps and meet the challenge of ensuring that students are prepared for careers after graduation. During this pandemic, more than 85% of jobs are computer-oriented, but a small percentage of students seek educated qualifications. The skills of the early twentieth century are essential to prepare students for these tasks. The purpose of this research is to determine a consensus on the composition of 21st century skills, measure the views of students and teachers, and determine the challenges students face in the learning process. This was a mix methods study. A perceptual survey accompanied by open-ended questions deepened analysis and understanding. The data was analyzed descriptively and open ended question responses were coded, categorized and analyzed using qualitative data analysis approach. The findings showed student’s the difficulties in developing 21st Century skills. 

scholarly journals Students’ Involvement in Social Networking and Attitudes towards Its Integration into Teaching

2016 ◽  
Vol 9 (9) ◽  
pp. 250
Author(s):  
Ukeme Ekpedeme Umoh ◽  
Etuk Nssien Etuk
Keyword(s):  
Social Networking ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Survey Design ◽  
Sampling Technique ◽  
Full Time ◽  
Ex Post ◽  
Significant Difference ◽  
Research Questions ◽  
The University

<p class="apa">The study examined ‘Students’ Involvement in Social Networking and attitudes towards its Integration into Teaching. The study was carried out in the University of Uyo, Akwa Ibom State, Nigeria. The population of the study consisted of 17,618 undergraduate students enrolled into full time degree programmes in the University of Uyo for 2014/2015 academic session. The design of the study was survey design with ex-post facto approach. Random sampling technique was used to select 1730 students from the 12 faculties in the University. The instrument used for the study was ‘Students’ Social Networking and Attitude Questionnaire which was validated by an expert in curriculum studies and an expert in measurement and evaluation in the University of Uyo. Cronbach’s Alpha Statistical method was used to determine the reliability coefficient of .70 for the instrument. Two research questions and two null hypotheses tested at .05 level of significance guided the study. Mean and Standard Deviation were used to answer research questions; Independent t-test and Analysis of Variance were used to test the hypotheses. The results show that there is significant difference in involvement of university undergraduate students in Social Networking based on course of study, level (year) of study and age. Female undergraduate students’ involvement in social networking is higher than that of their male counterparts; but male undergraduate students showed a higher positive attitude towards integration of social networking into teaching and learning.</p>

scholarly journals Investigating the Effect of Teaching Aesthetic Skills to Faculty Members on Development of Their Effective Teaching Performance1

2017 ◽  
Vol 19 (2) ◽  
pp. 90-106 ◽  
Author(s):  
Hassan Eslamian ◽  
Seyed Ebrahim Mirshah Jafari ◽  
Mohammad Reza Neyestani
Keyword(s):  
Effective Teaching ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Faculty Members ◽  
Control Group ◽  
Teaching Performance ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group

AbstractThis quasi-experimental study investigated the effect of teaching aesthetic skills to faculty members on development of their effective teaching performance through a two-group pretest-posttest design. The sample included 32 faculty members at a major Iranian university who were divided into the experimental (11 participants) and control groups (21 participants). The experimental group was taught to use aesthetic skills in the teaching and learning processes; however, no intervention was applied to the control group. To evaluate the effective teaching performance of the faculty members, a tailor-made questionnaire was used in two pretest and posttest stages, where randomly chosen students were asked to express their opinions about the faculty membersí performance. The sample size of the students was 1096 in the pretest stage and 935 in the posttest stage. Paired t-test results showed that there was no significant difference between the mean effective teaching scores of the faculty members in the control group in the pretest stage and in the posttest stage. However, the mean effective teaching scores of the faculty members in the experimental group were found to be significantly higher in the posttest. In addition, although there was no significant difference between the mean effective teaching scores of the two faculty groups in the pretest, faculty members in the experimental group outperformed their counterparts in the control group. Based on the findings, applying aesthetic skills by faculty members in the teaching and learning processes can pave the way for sustainable development of their effective teaching performance. Therefore, faculty members are recommended to acquire the required knowledge and skills to better use aesthetic skills in the teaching process.

scholarly journals THE USE OF INSTAGRAM TO DEVELOP STUDENTS’ WRITING ABILITY

Akademika ◽  
2020 ◽  
Vol 9 (01) ◽  
pp. 97-107
Author(s):  
Amelia Nurdiansyah ◽  
Tryanti R. Abdulrahman
Keyword(s):  
Teaching And Learning ◽  
Alternative Hypothesis ◽  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Discrimination Power ◽  
Control Group Design ◽  
Writing Ability ◽  
Significant Difference ◽  
Difficulty Index

The research consists of two variables, namely the independent variable (Instagram) and the dependent variable (writing ability). The aim of this research is to find out whether or not the use of Instagram is effective in teaching writing Descriptive Text. The population of this research was all grade ten students at SMAN 3 Bekasi, consisted of 370 students divided into 10 classes. The sample of this research was 74 students divided into 2 classes, taken from the population using Cluster Random Sampling Technique. This research used the Quasi Experimental Method, and the design was randomized post-test only control group design. To collect the data, the writers used instrument. The instrument consists of 10 question items in an essay. They were developed from the indicators of writing as specified in BluePrint. To get a good instrument, it was tried out to other classes outside the sample classes, and the instrument was analyzed in the item of its validity, reliability, difficulty index, and discrimination power by using Ms. Excel 2010. After it has been analyzed, it gained 5 items which were used to collect data for the research. The writers used a T-test to find out whether the alternative hypothesis (Ha) was accepted or rejected. The result of this research presented that there was a significant difference of Instagram on students’ writing ability at SMAN 3 Bekasi. The significance (Sig.) score of T-test 0.000 is lower than (<) 0.05. Therefore, the research had a significant difference in Instagram on Grade Ten Students’ Writing Ability at SMAN 3 Bekasi. In addition, Instagram helped the students to develop their writing, and also, it can ease the teaching and learning process.

scholarly journals Requirements for developing a culture of small information technology projects among university students in the context of the Fourth Industrial Revolution.

2022 ◽  
Vol 5 (1) ◽  
pp. 253-314
Author(s):  
Mohamed Abdel Salam Mohamed Mahmoud El Balshi ◽  
Keyword(s):  
Information Technology ◽  
University Students ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Learning Processes ◽  
Faculty Members ◽  
It Projects ◽  
Information Technology Projects ◽  
Fourth Industrial Revolution ◽  
The University

The current study aimed to develop mechanisms for developing the culture of small information technology projects among university students in the context of the Fourth Industrial Revolution by integrating the development of the culture of small information technology projects in the university’s vision, objectives and strategy, and localizing it in the university environment, activating it in the university’s teaching and learning processes, and strengthening the university’s partnership and the outside community to achieve this. The study used the descriptive approach, and the researcher applied a questionnaire consisting of (37) phrases distributed over (4) axes, and the sample amounted to (136) university professors from (5) Egyptian universities. The study found: The need for the university to emphasize in its objectives the teaching of students to build and manage small information technology projects through the development of knowledge and awareness of it, consolidating the values ​​and beliefs that support them, and that the university is interested in formulating a strategy that supports innovation and creativity among faculty members and students, and that the promotions of teachers and assistant professors be linked to their supportive activities for educating students with small IT projects, and to provide paper or digital brochures on opportunities to build small IT projects in the surrounding environment, and to support the practice of cultural activities, and spread the culture of patent in the information technology sector among its students, and that the university’s learning outcomes target the need for graduates to possess positive attitudes and values ​​towards them. and pay attention to educating students about the impact of the Fourth Industrial Revolution on small IT projects, and that the university link the teaching and learning processes, building and managing small information technology projects, and directing its faculty members towards linking the contents of the curricula with the skills of building and managing small information technology projects, with the need to achieve partnership with the external community through the establishment of exhibitions and platforms for marketing information technology projects, and hosting businessmen in seminars or meetings to inform students of their successful experiences.

scholarly journals Utilizing WebQuests for Enhancing Teaching Skills of Saudi Pre-Service Teachers of English as a Foreign Language

2020 ◽  
Vol 10 (6) ◽  
pp. 254
Author(s):  
Ali Alsagheer A. Mohammmad ◽  
Mohammed Albahiri
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Control Group ◽  
Teaching Skills ◽  
Teaching Performance ◽  
Use Of Technology ◽  
Significant Difference ◽  
And Performance ◽  
And Control ◽  
Experimental Group

Purpose: There is need to focus on extensive use of technology in teaching and learning process, since the teachers are provided with well-organized WebQuests that are beneficial for developing effective teaching skills. The study aims to investigate the extent of the effects of WebQuests on the teaching skills and performance of pre-service teachers of English at the College of Education of King Khalid University. Methodology: The study sample, which included 35 students of the general diploma in English, were divided into two groups: experimental and control. The members of the control group were supervised in the traditional way during their teaching practice, and the members of the experimental group were given WebQuests so that they could surf the internet under the guidance of their supervisor and find the information they needed about teaching skills. The teaching performance of the teachers of both groups was assessed via a teaching performance observation form. The data collected through classroom observation was analyzed using SPSS. The differences between the teachers of both the groups in terms of the teaching skills were calculated using Mann-Whitney U test. Findings: Statistically significant differences were found in the rank means of the participants of the control and the experimental groups regarding their lesson planning and teaching skills. The results were favorable for the teachers of the experimental group; however, no significant difference was found between the scores of the experimental and the control groups in terms of lesson evaluation skills. Originality: The use of WebQuests significantly enhances the teaching skills of the students of the general diploma in English.

scholarly journals Investigation of Self-Efficacy Perceptions Regarding the 21st Century Skills of University Students Enrolled in Different Faculties

2021 ◽  
Author(s):  
Aylin Mentiş Köksoy ◽  
İskender Daşdemir
Keyword(s):  
University Students ◽  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Research Study ◽  
Health Sciences ◽  
Significant Difference ◽  
Faculty Of Education ◽  
The One ◽  
Media And Technology

The 21st-century skills are considered to be needed by individuals in a changing world. The aim of this research study is to determine whether or not the self-efficacy perceptions of students enrolled in the Faculty of Education, the Faculty of Literature, and the Faculty of Nursing (health) pertaining to the 21st-century skills cause any difference among the faculties. The population of the research is comprise of 1,056 students, 841 females and 215 males, at Ege University during the fall semester of the 2018-2019 academic year. “21st Century Skills Self-efficacy Perception” scale, which has 3 subdimensions such as “Learning and Renewal (LR) Skills,” “Life and Career (LC) Skills,” and “Information, Media and Technology (IMT) Skills,” is utilized in the study. The research study is designed in accordance with the causal-comparative model. In the data analysis, independent groups t-test is performed to detect differences in terms of gender, whereas the one-way analysis of variance) techniques are conducted to detect differences in terms of faculties. The margin of error is determined as .05 in the study. No significant difference is detected in the LR skills of university students in terms of the gender variable. It is found that a significant difference exists according to gender in the subdimension of LC skills. No significant difference is observed according to gender variable in the subdimension of IMT skills of university students. According to this result, the LC skills of female students are detected to be higher than that of male students. It is observed that the LR skills of the students in the faculty of education are higher than that of the students in the faculty of health sciences. It is determined that a significant difference exists in the LC skills of university students according to the faculty of education variable. It is determined that the LC skills of the students in both the faculties of education and literature are higher than that of the students in the faculty of health sciences. Furthermore, it is determined that the IMT skills of the students in the faculty of education and the faculty of literature are higher than that of the students in the faculty of health sciences.

scholarly journals The Effectiveness of Blended Learning Implementation in Ecological Chapters Judging from the Understanding of Students' Concepts

2019 ◽  
Vol 8 (2) ◽  
pp. 156-162
Author(s):  
Elok Dyah Pitaloka ◽  
Slamet Suyanto
Keyword(s):  
Blended Learning ◽  
Sampling Technique ◽  
Mean Value ◽  
Learning Activities ◽  
Use Of Technology ◽  
Significant Difference ◽  
Scientific Approach ◽  
Biology Learning ◽  
The Mean ◽  
Cluster Random Sampling

The use of technology in the process of learning activities can create a new atmosphere in biology learning, namely direct learning and learning using quipper school online. Learning like this is known as blended learning. The class used for the study was taken through cluster random sampling technique namely X MIPA 2 (experimental class) which implements blended learning and X MIPA 3 (control class) which implements a scientific approach. The implementation of blended learning on the topic of ecology is expected to be effective towards understanding concepts. Blended learning is effective on understanding concepts in ecological discussion because they fulfill three indicators, namely: (1) the average posttest of the experimental class 74.95> the mean posttest of the control class is 64.98, (2) The value of understanding the concepts to the two classes shows a significant difference with the values significance of 0,000<0,05, (3) Mean value of N-Gain experimental class 0.52> N-Gain mean value of control class 0.32. Thus, the implementation of blended learning in the ecology chapter in terms of understanding the concept is said to be effective.

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