scholarly journals Toward the Use of Technology and 21st Century Teaching-learning Approaches: The Trend of Development in Malaysian Schools within the Context of Asia Pacific

2015 ◽  
Vol 10 (4) ◽  
pp. 72 ◽  
Author(s):  
Sani Alhaji Garba ◽  
Byabazaire Yusuf ◽  
Abdul Hamid Busthami
Keyword(s):  
21St Century ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Global Perspective ◽  
Pedagogical Practices ◽  
Asia Pacific ◽  
Research Approach ◽  
Learning Approaches ◽  
Internet Connectivity ◽  
Teaching Learning

ICT Infrastructure and internet connectivity in educational institutions provides learners and teachers the opportunity of adopting 21st century teaching-learning methods that promotes the development of 21st century skills. The availability of internet connectivity in particular provides the platform for a shift from the use of teacher-centered pedagogy (content-based learning) to learner-centered pedagogy (inquiry and project-based learning) that is more interactive and activity oriented. But are teachers utilizing these facilities to advantage? This study investigates the use of ICT and internet resources in relation to the use of 21st century technology-based teaching-learning approaches in Malaysia and Asia Pacific context from a global perspective. Qualitative research approach was used for data collection and analysis in the study. Findings from the study show a unique unexpected changing pattern in the use of computer and internet among school teachers; and new challenges associated with the integration of ICT and the use of 21st century approaches in classroom pedagogical practices were identified. As observed in the study, despite the facilities provided; the technological competence acquired by teachers; and, the increasing use of computer and internet by teachers; the approach to teaching and learning has not change as desired.

scholarly journals Analyzing effectiveness of active learning through project-based learning approach in university level ICT courses

2021 ◽  
Vol 1 (1) ◽  
pp. 59-69
Author(s):  
Dhiraj Shrestha ◽  
Satyendra Nath Lohani ◽  
Roshan Manjushree Adhikari
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Real Life ◽  
Project Based Learning ◽  
Learning Approaches ◽  
Engineering Project ◽  
Science And Engineering ◽  
University Level ◽  
Teaching Learning

The concept of Active Learning (AL), which has journeyed through multiple research studies over the years, is an important part of the teaching learning process at academic institutions. The present study applies active learning via project-based approaches where students engage in real life projects and solve associated complications with their research, communication, and technical skills. As a case study of effectiveness of project-based learning (PBL), especially in engineering project contexts, the present research is conducted among students studying computer science and engineering at Kathmandu University (KU), Nepal. The key findings of the study suggest that PBL assignments have helped students in their active learning processes. This paper also compares teaching and learning approaches of KU with other IT institutions of Nepal.

scholarly journals Advanced Learning Tools for (Non) Formal Education

2013 ◽  
Vol 8-9 ◽  
pp. 65-74 ◽  
Author(s):  
Sanda Porumb ◽  
Cosmin Porumb ◽  
Aurel Vlaicu ◽  
Bogdan Orza
Keyword(s):  
Collaborative Learning ◽  
Teaching And Learning ◽  
Formal Education ◽  
Project Based Learning ◽  
Assessment Process ◽  
Educational Services ◽  
Learning Approaches ◽  
Learning Tools ◽  
Virtual Collaboration ◽  
Generic Framework

An important part of the articles published in the last years highlight teaching and learning approaches and technologies integrated in complex applications and present the concepts used for creating and presenting the educational content. They refer to the methodologies used in self-and collaborative learning, including problem-and project-based learning. The assessment process is also illustrated in several articles but there is no a generic framework that complies with the rules of both formal and non-formal education acts. Our proposal is focused on advanced concepts for improving the educational services and the manner a generic framework for blended learning can be customized for higher education and lifelong learning. In addition, the paper proposes a virtual collaboration prototype that supports interpersonal and inter-process collaborative learning services that can be used as core of any rapidly growing educational community.

scholarly journals COLLABORATIVE LEARNING IN THE 21ST CENTURY TEACHING AND LEARNING LANDSCAPE: EFFECTS TO STUDENTS’ COGNITIVE, AFFECTIVE AND PSYCHOMOTOR DIMENSIONS

2021 ◽  
Vol 2 (2) ◽  
pp. 136
Author(s):  
Romeo Jr Beriso Sotto
Keyword(s):  
Collaborative Learning ◽  
Group Dynamics ◽  
21St Century ◽  
Teaching And Learning ◽  
Data Gathering ◽  
Male Students ◽  
Primary Data ◽  
Academic Learning ◽  
Validated Questionnaire ◽  
Teaching Learning

Collaborative Learning (CL) is an approach to teaching and learning that involves a group of learners working together. The study aims to assess collaborative learning effects in the 21st-century teaching-learning landscape, particularly on the students' cognitive, affective and psychomotor dimensions. This study utilized the descriptive-evaluative method of research with a validated questionnaire as the primary data gathering instrument. Results showed that females dominate male students as to their number in first and second-year levels. The majority of the respondents aged 20 and below have participated in various collaborative activities and assignments in and out of the class with a typical size of 5 to 7 group members. Collaborative learning found to have a very high effect on Students' Academic Learning (cognitive), Collaborative Skills (affective) and least on Skills development (psychomotor). The researchers recommend that male students be engaged in group dynamics and learning activities; it must involve teenagers and suffice their activities' preference. Activities that demand greater participation, drills and exercises, and thinking activities must allow the students to develop their cognitive, affective, and psychomotor dimensions for holistic learning.

Music Composition and Kyosei

2019 ◽  
pp. 194-213
Author(s):  
Michele Ellen Kaschub
Keyword(s):  
Music Education ◽  
Learning Community ◽  
Music Composition ◽  
Teaching And Learning ◽  
Program Planning ◽  
Teacher Educator ◽  
Project Based Learning ◽  
Professional Relationships ◽  
School Students ◽  
Teaching Learning

The spirit of cooperation central to kyosei is a critical component in the creative corners of American music education. This chapter will describe a project that involved the creation of a hybrid space where a music teacher-educator and practitioner worked with pre-service teachers and middle school students to explore teaching and learning music composition. By recasting who is considered an expert, rethinking institutional boundaries, and immersing in project-based learning on multiple levels, teacher education programs and schools can better identify their challenges and explore possible solutions. Though not part of initial program planning, the principles of kyosei were evidenced in the evolution of complex understandings developed prior to and throughout the project, in the inclusive nature of project-based learning by pre-service teachers and music students, and in the professional relationships—and, ultimately, the friendships—that emerged as the teaching-learning community matured.

A Project-Based Learning Approach

2017 ◽  
pp. 107-128 ◽  
Author(s):  
Ismael Osuna Galan ◽  
Alejandro Miguel Rosas-Mendoza
Keyword(s):  
Mathematical Modeling ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Learning Approach ◽  
Learning Method ◽  
Learning Techniques ◽  
Engineering Environment ◽  
General Skills ◽  
Teaching Learning

Mathematical applications have a presence in an engineering environment; in the particular case of mathematical models. A pedagogic theoretical framework that supports various teaching-learning techniques is constructionism; one of these techniques is called Project Based Learning which provides several advantages. This chapter aims to show the experiences during the course of Mathematical Modeling in a context of project-based learning. It will show that students develop general skills of engineering which includes developing the faculties of memory, reasoning and problem solving, teamwork and initiative and of readiness to take risks. Also presents some of the advantages and issues for consideration in relation to its effectiveness as a teaching and learning method.

scholarly journals Students’ evaluation of using Google Classroom in project-based learning in faculty of English, Hanoi National University of Education

2019 ◽  
Vol 3 (2) ◽  
pp. 40-44
Author(s):  
Giang Thi Kieu Nguyen ◽  
Huong Thi Dinh
Keyword(s):  
21St Century ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Traditional Classroom ◽  
Academic Environment ◽  
Advantages And Disadvantages ◽  
The Past ◽  
School Subjects ◽  
National University ◽  
Almost All

Traditional classroom has so far been a common place for learning almost all school subjects and courses of different fields. In language teaching and learning within the 21st century context, the use of Google Classroom is not new, so is the research on the benefits and barriers of this virtual academic place. Being used as a supportive device for teaching and learning in several subjects over the past semesters, “Google Classroom” has become a familiar term among English majors in the Faculty of English, Hanoi National University of Education. This proposed study will explore the applications of this virtual academic environment in project-based learning, focusing on investigating students’ perspectives on its advantages and disadvantages, as well as their expectations and suggestions for an optimal use.

scholarly journals Learning Observation: The Demands of 21st Century Biology Learning in Senior High School

2021 ◽  
Vol 9 (3) ◽  
pp. 445-458
Author(s):  
Anda Juanda* ◽  
Aisha Nur Maulida ◽  
Ria Yulia Gloria ◽  
Dindin Nasrudin
Keyword(s):  
High School ◽  
Data Collection ◽  
Learning Strategies ◽  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Senior High School ◽  
Research Approach ◽  
Biology Learning

The sophistication of technology and access to information in the twenty-first century pushed education providers to transform preparing students to face a more challenging future. Effective and relevant teaching and learning strategies are needed in biology learning to meet the needs of future generations. Therefore, this study aims to observe the biology learning process in one of senior high school. A qualitative research approach with an observation method was used in this study. This research was conducted in class X SMA N 1 Tanjung, Brebes, Central Java. Data collection techniques used in this study are observation check list, questionnaires, and interviews. Observation of the biology learning process carried out focused on the lesson plan document, learning process, and interviews as well as student and teacher questionnaires on the biology learning process. The data collection process was carried out 3 times. The results obtained from this study indicate that teachers already know the demands of the curriculum and the needs of the 21st century. This can be seen from the of lesson plans made by the teacher. However, other findings from this study are, the skills of teachers in implementing the lesson plan with discovery learning methods are still not optimal. Learning activities undertaken have not yet led to the provision of student skills needed in 21st century. This research is expected to be used as a reference for improving the process of learning biology

scholarly journals Exploring the Roles, Functions and Competencies of Library and Media Teachers in Managing School Resource Centers and Supporting 21st Century Learning in Malaysian Schools

2020 ◽  
Vol 10 (1) ◽  
pp. 176
Author(s):  
Husain Hashim ◽  
Shamila Mohamed Shuhidan
Keyword(s):  
21St Century ◽  
Teaching And Learning ◽  
School Setting ◽  
Research Approach ◽  
Structured Interviews ◽  
Global Knowledge ◽  
School Students ◽  
Essential Information ◽  
The Government ◽  
School Resource

21st century skills are embedded in the Malaysian school curriculum to prepare and produce knowledgeable and responsible young citizens in coping with the challenges of the global knowledge economy. The trend has an impact on the roles of school resource centers (SRC), which are currently managed by the so-called library and media teachers (LMT). As the LMTs are appointed among school teachers who need to allocate and divide their responsibilities into academic teaching and SRC management, several issues are found from literature pertaining to their overburdened teaching tasks, lack of time and inadequate library management competencies. This has caused further shortcomings in service provision including poor implementation of information literacy and reading programs for school students. A qualitative research approach is adapted to investigate the roles, functions and competencies of LMTs in managing SRCs and supporting 21st century teaching and learning in the school setting. This study uses semi-structured interviews for data collection involving five (5) LMTs who provided insightful feedback towards understanding the aforementioned issues. The findings reveal essential information with respect to the roles, functions and competencies of LMTs and also identify relevant challenges that can disrupt the provision and delivery of SRC services, facilities and programs. This requires the attention of the government and school administration to enforce a better platform that enables the LMTs to uphold their roles and functions accordingly towards enhancing the 21st teaching and learning environment in Malaysian schools.

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 EFL Teachers’ Strategies in Implementing the 21st Century Skills Applied in 2013 Curriculum

2021 ◽  
Vol 13 (2) ◽  
pp. 227
Author(s):  
Danul Aristiawan ◽  
Herman Herman
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Literacy Skills ◽  
Project Based Learning ◽  
Technology Literacy ◽  
Research Approach ◽  
Group Discussions ◽  
Additional Material ◽  
Efl Teachers ◽  
Time Allotment

Curriculum is a guide that has a very crucial role in the learning process. As a guide that determines success in achievement in learning, it is necessary to make improvements in the preparation of the curriculum, therefore curriculum 13 is designed for learning in the 21st century. The aim of this research is to investigate the strategies of EFL teachers in applying the 21st century skills embedded in the 2013 curriculum. This research uses a qualitative research approach. Research data were obtained through in-depth interviews, document analysis, and observation. The data analysis in this research used descriptive qualitative. The findings of this study indicate that: 1) Four English teachers at SMAN 1 Pringgarata usedasking questions, group discussions, debates, role play, inquiry-based learning, project-based learning, and social media to teach, students acquire using these strategies learning skills, literacy skills, and life skills such as critical thinking, creativity, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, social, and leadership skills in which these skills are embedded in 2013 curriculum 2) The problems faced by teachers were different characters of students, lack of student motivation, mastery of teaching strategies was low, crowded class, limited teaching time allotment, and lack of learning resources. 3) In overcoming this problem, the teacher offers several solutions to become an independent teacher in search of additional material, approaching students who have low motivation in class, have manuals to make the management class better, and use games in teaching to make learning fun.

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