scholarly journals Affective Characteristics for 21st Century Learning Environments: Do They Matter?

2020 ◽  
Vol 14 (12) ◽  
pp. 186
Author(s):  
Su Luan Wong
Keyword(s):  
Learning Environments ◽  
21St Century ◽  
Current Literature ◽  
Education System ◽  
Student Behavior ◽  
Formal Education ◽  
Positive Impact ◽  
21St Century Learning ◽  
First Century ◽  
Affective Characteristics

<p class="0abstract">Twenty-first century learners are media-centric and heavily reliant on technology. Internet-accessible resources are always at the students’ finger-tips and they learn through such resources anywhere, anytime. Unfortunately, formal education in most part of Asia remains largely examination focused given the immense pressure to obtain paper qualifications. Our challenge today is how do we make students learn on their own volition? How do we then sustain learning when the education system is still very much examination-centric? Success in learning is not always dependent on the ways students are taught in the classroom or the tools they use to learn but can be very much affected by the learners’ affective characteristics. This paper highlights two selected affective characteristics — attitudes and interest, as previous and current literature continue to suggest their positive impact on student behavior including learning.</p>

scholarly journals PERAN KO KURIKULER DAN EKSTRAKURIKULER TERHADAP UPAYA PENCAPAIAN KURIKULUM 2013

2019 ◽  
Vol 8 (2) ◽  
pp. 251-270
Author(s):  
Lutviyana Hidayah
Keyword(s):  
Character Education ◽  
Extracurricular Activities ◽  
21St Century ◽  
Positive Impact ◽  
Educational Institution ◽  
21St Century Learning ◽  
Learning Objectives ◽  
Guidance Programs ◽  
Library Research ◽  
School Guidance

This article aims to describe the role and concepts of co-curricular and extracurricular activities so that it is useful for achieving the goals of the 2013 curriculum. This 2013 curriculum has three important objectives, namely Strengthening Character Education, Strengthening Literacy Culture, and 21st Century Learning. This type of research is library research, research sources are found in the literature and sources, or the latest findings regarding the Curricular and Extracurricular activities as well as the 2013 Curriculum. The results of this research are that co-curricular and extracurricular activities play a major role in achieving the three aspects of learning contained in the curriculum 2013, namely cognitive, affective and psychomotor aspects. These three aspects are very helpful in achieving the 2013 curriculum agenda, which consists of character strengthening, literacy culture and 21st century learning. Character strengthening can be achieved through religious extracurricular activities, Hisbul Wathan and BTQ, Kultum, work assignments, and intensive post-school guidance. Literacy culture can be achieved by reading guidance programs both reading the Al-Qur'an or spelling, one verse a day program. 21st century learning is pursued by extracurricular activities, namely tambourine activities, calligraphy and so on. The expected positive impact of this article is the dissemination of information about the urgency of co-curricular and extracurricular activities in an educational institution to achieve learning objectives in the 2013 curriculum.

scholarly journals Educating Gen-Z: Developing a Teaching and Learning Ecosystem in a 21st Century Learning

2020 ◽  
Vol 1 (1) ◽  
pp. 168-182
Author(s):  
Vincent Chan ◽  
Nur Iylia Syafiqah Binti Abdul Malik ◽  
Cedric Choong Ee Chun
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Significant Relationship ◽  
Academic Outcomes ◽  
Research Method ◽  
Teaching And Learning ◽  
Positive Impact ◽  
21St Century Learning ◽  
Descriptive Research ◽  
Learning Ecosystem

Fostering a teaching and learning ecosystem is vital in the 21st century teaching and learning process to determine student's positive impact on social academic outcomes. This paper proposed a teaching and learning ecosystem for Gen-Z students and the researchers developed RICES concept and Fish approach to support their ecosystem. This study will investigate and explore the implementation of RICES (Relationship & Role, Introduction, Communication, Educate and Structure) strategy to build and foster the teaching and learning ecosystem. The ecosystem will ensure educating this generation will be more holistic whilst enabling the learning-centred approach to be effectively used. The paper is concluded with the approach and impact of RICES. A descriptive research method was conducted with the tertiary students. The result revealed that RICES strategy shows a significant relationship among of each element.

scholarly journals Teachers Perceptions of Google Classroom: Revealing Urgency for Teacher Professional Learning

2021 ◽  
Vol 47 (1) ◽  
Author(s):  
Brandy A. Martin
Keyword(s):  
Learning Environments ◽  
Professional Learning ◽  
21St Century ◽  
21St Century Learning ◽  
Mixed Method Research ◽  
Learning Skills ◽  
Online Learning Environments ◽  
Teachers Perceptions ◽  
21St Century Learning Skills ◽  
Teacher Professional

As the use of educational technology is at the forefront of today’s educational revolution, it is imperative that educators are employing online learning environments such as Google Classroom to enhance 21st century pedagogy and student learning. Through this mixed method research study, it has been concluded that using Google Classroom will assist educators in creating learning environments which boast organization, accessibility, mobility, and 21st century learning skills. This research reveals there continues to be gaps between the possibilities of eLearning and the training of teachers to use it and develop their teaching practices within a technological mainstream that moves beyond positivism about its value. The researcher recommends that teachers receive immediate and sustained professional learning regarding the use of Google Classroom. This learning should focus on the pedagogical side of technology integration in order to enhance 21st century learning.

scholarly journals The Impact of Informal Education Programs on the Outof- School Syrian Refugee Children in Child-Family Centers (CFCs) in Jordan

2017 ◽  
Vol 13 (4) ◽  
pp. 182
Author(s):  
Rami Inkheili
Keyword(s):  
Public Schools ◽  
Learning Outcomes ◽  
Education System ◽  
Informal Education ◽  
Formal Education ◽  
Positive Impact ◽  
Refugee Children ◽  
Ministry Of Education ◽  
Education Programs ◽  
The Impact

The significance of this paper lies in shedding lights on the importance of informal education programs as catch up programs to educate those who didn’t have the opportunity to be in schools for different reasons and bridge the gap between them and their peers in schools. Although the study will show how powerful this tool is, it is also worth mentioning that more efforts should be done to enroll those children in public schools and provide them with equal access to the formal education system. This study used pre and post tests that are designed upon the expected learning outcomes from the literacy and numeracy materials prepared by the technical team at Save the Children International. The designed materials, in order to be compliant with the advancement of students in the formal education system were based on the national learning outcomes set by the Ministry of Education in Jordan. The results of the study were excellent enough to show the positive impact of the program as 100 percent of the population scored the passing score in the posttest compared to the zero percent passing the pretest in both literacy and numeracy classes. On the other hand, the study also shows how deprived Syrian children are as a result of the bloody war that harvests not only their souls, but also their future. Finally, it is also worth mentioning that the study also speaks of the pressure on Jordan’s formal education system and the need to support the Ministry of Education meeting the urgent demands of all students nationwide.

scholarly journals Open Badges in Education and Training in Europe

2019 ◽  
Vol 5 (4) ◽  
Author(s):  
Ferencz Tátrai ◽  
Kriszta Mihályi
Keyword(s):  
Critical Thinking ◽  
Adult Learning ◽  
Informal Learning ◽  
21St Century ◽  
Education System ◽  
Formal Education ◽  
Know How ◽  
Formal And Informal Learning ◽  
And Training

The article gives an overview of open badges, a type of micro-credentials spreading lately in Europe applied to recognize non-formal and informal learning actions and outcomes. Open badges are viewed by many experts as the greatest potential for a reliable presentation of skills gained outside the formal education system, in many cases in adult learning. Specifically, open badges very often record and prove the acquisition of so called 21st century skills (i.e. communication, creativity, cooperation and critical thinking) considered by a large majority of the employers as a significant aspect of selection.What exactly digital open badges are? How, by whom and to whom are they awarded? How is the validity of information and the quality of content represented by the badges assured? To what extent are the employers aware of the value of open badges, and how much individuals know how they can capitalize on the collection of their badges?The article attempts to offer some views on the above questions by structuring the relevant findings and outcomes of the Open Badge Network and the ReOpen projects.

Enhancing critical thinking through active learning

2018 ◽  
Vol 8 (1) ◽  
pp. 45-63 ◽  
Author(s):  
Yoko Kusumoto
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
21St Century ◽  
Thinking Skills ◽  
21St Century Learning ◽  
First Century ◽  
Critical Thinking Disposition ◽  
Efl Learners ◽  
Twenty First Century ◽  
Thinking Disposition

Abstract Today the Framework for 21st Century Learning developed by the Partnership for 21st Century Learning (P21) is widely recognized and has been used in the U.S., Canada and New Zealand. P21 defines and illustrates the skills and knowledge students need and states that critical thinking is fundamental for twenty-first century success and essential for success in an academic context. The Organization for Economic Co-operation and Development (OECD) also values the importance of cultivating critical thinking. However, critical thinking is not a part of the EFL curriculum in Japan, and lessons are not focused on the development of meta-cognitive strategies. How do we help students learn foreign languages and twenty-first Century Skills at the same time? Active learning and content and language integrated learning (CLIL) offer such a learning environment where learners enhance their cognitive skills and gain knowledge while they are learning content and language. This paper reports on a study that explores how active learning with CLIL instruction helps Japanese EFL learners to develop critical thinking skills. In the author’s student-centered instruction based class, critical thinking was stimulated with questions based on the revised Bloom’s taxonomy to develop lower and higher order thinking skills while various scaffolding activities were provided. Pretest-posttest results from the Critical Thinking Disposition Scale (CTDS) and the Cornell Critical Thinking Test (CCTT) Level Z were compared to determine to what extent, if any, EFL learners developed critical thinking disposition and skills through active learning in CLIL classes. The results of the CTDS and CCTT suggest that active learning has value for increasing critical thinking.

Makerspaces as Learning Environments to Support Computational Thinking

2021 ◽  
pp. 176-200
Author(s):  
Amanda L. Strawhacker ◽  
Miki Z. Vizner
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Learning Environments ◽  
21St Century ◽  
Cognitive Processes ◽  
Physical Environment ◽  
Computational Thinking ◽  
21St Century Learning ◽  
Specific Task ◽  
Technological Tools

Makerspaces are technology-rich learning environments that can uniquely support children's development. In education communities, makerspaces have become sites to take up explorations of personally-motived problem solving, and have been tied to 21st century learning outcomes of perseverance, creativity, persistence, and computational thinking. Elsewhere in this book, Bers described computational thinking as the set of skills and cognitive processes required to give instructions for a specific task in such a way that a computer could carry it out. But Bers also argued that the purpose of computational thinking is to cultivate a fluency with technological tools as a medium of expression, not an end in itself. Computational making is part of this expression. This chapter explores the ways in which tools, facilitation, and the physical environment can support children's engagement with powerful ideas of computational thinking through making.

Sign in / Sign up

Export Citation Format

Share Document