Gamification, Learning, and the Acquisition of 21st Century Skills Amongst Malaysian Law Students

2022 ◽  
pp. 472-487
Author(s):  
Joaquim Dias Soeiro ◽  
Puteri Sofia Amirnuddin
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Learning Experience ◽  
Law Students ◽  
Asian Students ◽  
Suitable Alternative ◽  
Educational Challenges ◽  
Pedagogic Tool ◽  
Innovation Leadership ◽  
Malaysian Students

The diversification of pedagogic tools remains essential for a fruitful learning experience among the Gen Z students by embedding technology such as gamification in learning. Recent literature has discussed the acquisition of 21st century skills and the educational challenges generally faced by Asian students due to their cultural traits. Against this background, the findings of this study open reflections relating to the benefit of gamification in acquiring 21st century skills. The objective of this chapter is to identify whether gamification is a suitable pedagogic tool among Malaysian law students in order to support the acquisition of 21st century skills. The respondents are from Year 1 and Year 2 of a three-year Bachelor of Laws degree with the majority being Malaysian students. The data collected showed that gamification helps in the acquisition of 21st century skills. Evidently, it showed that gamification can be a suitable alternative pedagogic tool to support the students to learn skills such as critical thinking, creativity, innovation, leadership, or communication.

scholarly journals The 21st Century Skills in Online Multiliteracies Project Approach (eMULPA): Learners’ Reflections on their Knowledge Processes

2017 ◽  
Vol 8 (1) ◽  
pp. 252-258 ◽  
Author(s):  
Suraini Mohd Ali ◽  
Haliza Harun ◽  
Norhaili Massari ◽  
Fariza Puteh-Behak ◽  
Ramiaida Darmi ◽  
...  
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Learning Experience ◽  
Meaningful Learning ◽  
Project Approach ◽  
21St Century Education ◽  
Reflective Journal ◽  
Knowledge Processes ◽  
Online Tools ◽  
The Right

Abstract There is a misconception that 21st century education is all about using the right online tools. However, the premise of 21st century education requires the integration of relevant content, skills and instructional support to enhance knowledge processes in line with the requirement of 21st century learning to arrive at meaningful learning experience and not merely the use of online tools. To enhance the integration, an Online Multiliteracies Project Approach (eMULPA) framework is designed by incorporating teachers’ presence, online tools, learning materials, collaborative efforts while fulfilling the syllabus requirement so that the interconnectedness in these elements would give learners a learning experince that is worthwhile and meaningful. The framework which encompases the knowledge processes: exploration, contexualization, investigation, delibration and consolidation is expected to assist learners to have meaningful learning. This paper focuses on the learners’experiences while undergoing the knowledge processes in eMULPA. Data collection tools were interviews, teaching documents and learners’ reflective journals. For this paper, only data from learners’ reflective journal were drawn, coded for themes and explicated because reflective journal is one of the reliable means to gather information on the metacognitive processes undergone by learners. The preliminary findings demonstrated learners’ have undergone meaningful learning experiences through the eMULPA knowledge processes higlighted above. Thus, the implementation of eMULPA is expected to assist learners to acquire the 21st century skills.

scholarly journals FOSTERING 21st CENTURY SKILLS USING THE ONLINE DISCUSSION FORUM IN AN ENGLISH FOR SPECIFIC PURPOSE COURSE

2021 ◽  
Vol 18 (Number 1) ◽  
pp. 219-240
Author(s):  
Mazura Jamalai@Jamali ◽  
Pramela Krish
Keyword(s):  
Language Learning ◽  
21St Century ◽  
21St Century Skills ◽  
English Language ◽  
Online Discussion ◽  
Learning Experience ◽  
Discussion Forum ◽  
English Language Learning ◽  
Reflective Journals ◽  
Online Discussion Forum

Purpose – This study was initiated to explore students’ utilisation of the online discussionforum (ODF) via the university Learning Management System to assist English for Specific Purpose (ESP) students to execute and construct their final group task project, namely the Company Profile (CP). Methodology – A case study guided by Socio constructivism theory and Partnership of the 21st Century Learning Framework was employed. A total of 26 undergraduate students participated voluntarily in the ODF. The group project was carried out virtually among group members in three online sessions. Prior to the project, students were briefed by the instructor and questions were posted to students via the portal in stages to carry out the discussion online. Besides the online postings in the platform, students reflected on their online learning experiences in their reflective journals and took part in the interviews. The findings were qualitatively analysed and reported. Findings – The findings indicated that students value the learning experience and perceived the virtual setting as beneficial in assisting English language learning, as well as fostering the 21st century skills. The data from the online postings, reflective journals and interviews were grouped into several themes which provided significant aspects of their positive inclination in using ODF for their language learning facilitation and fostering of skills. The positive insight and impact on how the ODF assisted the students’ English language learning were realised in students’ Linguistic Attainment. Meanwhile, the idea of Flexibility Trait, Reference for Documentation, Confidence Increase and Attentiveness Provision were identified as influential factors on the students’ optimistic views on the usage of ODF. The students value the learning experience and also view the online environment as an inclusive venue to develop critical thinking, leadership, discipline, time management, and digital skills. Overall, this study revealed that practice in the virtual environment using ODF should be implemented in the English classroom with the belief that such mode of learning would contribute to the development language and enhancement of important skills for their future. Significance: The ODF platform demonstrated the potential for convenience, flexibility, and linguistic advancement amongst students for discussing and sharing knowledge relative to their CP construction and its execution. The non-threatening learning and the conducive atmosphere of their group discussion experience also supported active participation, in which passive participants had more opportunities to express their opinions confidently. Keywords: Online discussion forum; English for Specific Purpose; language learning experience, 21st Century Skills.

scholarly journals Exploring ESL learners’ blended learning experiences and its’ effectiveness through web-based technologies

2021 ◽  
Vol 10 (4) ◽  
pp. 1436
Author(s):  
Sangeeth Ramalingam ◽  
Melor Md Yunus ◽  
Harwati Hashim
Keyword(s):  
Blended Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Learning Strategy ◽  
Learning Experience ◽  
Learning Experiences ◽  
Phone Call ◽  
Tertiary Institution ◽  
Web Based ◽  
Esl Learners

The inability to gain employment among the Malaysian graduates became a critical issue due to lack of 21st century skills. Higher learning institutions are urged to play their significant roles in producing graduates who have subject knowledge and relevant 21st century skills. There are many teaching strategies which are currently in practice at tertiary institutions, however more efficient approach is needed to produce well-balanced graduates. This present research proposed a promising approach which is blended learning with web-based technologies to improve students’ 21st century skills. Current literature indicated blended learning has not been sufficiently explored in English as Second Language (ESL) context. Thus, this study aimed to explore ESL learners’ blended learning experiences using innovative web-based technologies and to examine the effectiveness of the blended learning strategy in improving the learners’ 21st-century skills. Qualitative data were collected through phone call interviews with the participants and analyzed through thematic analysis. Working with a sample of bachelor degree students at a tertiary institution revealed the participants’ blended learning experience exceptionally improved their 21st-century skills in various ways. The result of this study contributes to the pedagogical aspects of ESL teaching and learning and the improvement of 21st century skills among the students.

Integrating 21st Century Competencies Into a Digital Teaching and Learning Model

2022 ◽  
pp. 112-130
Author(s):  
Rosalind Rice-Stevenson
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Learning Model ◽  
Modern World ◽  
Learning Paradigm ◽  
Resultant Effect ◽  
Definition Of

Globalization and technology are two features of the modern world impacting all activity, and the resultant effect on education is causing much to be questioned about the teaching and learning paradigm. Ways in which the learning experience must change in response to changing global demands placed on societies and economies forms a large part of the current discourse around reforming education. This chapter puts forward a definition of globalization, 21st century skills, and the four main competencies known as the 4Cs, and then makes links between these phenomena as a way of understanding the digitization of education. The connections are possible through a process of gathering reflections and experiences from experienced educational practitioners.

Pengembangan E-modul Berbasis Smartphone Pada Materi Integral Tak Tentu Berorientasi Keterampilan Abad Ke-21

2020 ◽  
Vol 3 (2) ◽  
pp. 222-233
Author(s):  
Veronika Fany Monica Yuniarti ◽  
Nurul Anriani ◽  
Cecep Anwar H. F. Santosa
Keyword(s):  
Research And Development ◽  
21St Century ◽  
Mathematics Teacher ◽  
21St Century Skills ◽  
Research Method ◽  
Effective Medium ◽  
Developmental Research ◽  
High Category ◽  
Research Show

Abstrak: Penelitian ini bertujuan untuk menghasilkan aplikasi e-modul berbasis smartphone pada materi integral tak tentu berorientasi keterampilan abad ke-21 yang valid, praktis, dan efektif. Penelitian menggunakan metode Research and Development (R&D) dari Borg dan Gall yang dimodifikasi menjadi enam langkah. Hasil penelitian menyatakan bahwa hasil skor validasi ahli materi sebesar 4.2 termasuk kategori valid, ahli media diperoleh 3.8 termasuk kategori valid dan guru matematika diperoleh 3.7 termasuk kategori valid. Sedangkan hasil efektivitas diperoleh dari persentase ketuntasan 70% dengan kategori tinggi, dan n-gain sebesar 0,7682 termasuk kategori interpretasi tinggi. Lebih jauh, hasil praktis diperoleh 44.55 jumlah rata-rata skor pernyataan yang termasuk kategori sangat praktis dan 39.80 jumlah rata-rata skor pernyataan yang termasuk kategori praktis. Berdasarkan hasil tersebut maka dapat disimpulkan bahwa pengembangan aplikasi e-modul berbasis smartphone merupakan media yang valid, praktis, dan efektif. Abstract: The research aims to produce a valid, practical, and effective smartphone-based e-module applications 21st-century skills-oriented integral material. The Research method was developmental research (R&D) according to Borg and Gall which was modified into six steps. The results of the research show that the validity of material experts score is 4.2 (valid category), media experts obtained is 3.8 (valid category) and the mathematics teacher score is 3.7 (valid category). While the effectiveness results obtained from the percentage of completeness of 70% with a high category and n-gain of 0.7682 including the high interpretation category. As well as the practical results obtained 44.55 the average number of statements in the very practical category and 39.80 the average number of statements in the practical category. Based on these results it can be concluded that the development of smartphone-based e-module applications is a valid, practical, and effective medium.

21st Century Skills of ICT Professionals

2020 ◽  
Author(s):  
Antonova Albena ◽  
Stefanova Eliza ◽  
Nikolova Nikolina ◽  
Mihnev Pencho ◽  
Bontchev Boyan
Keyword(s):  
21St Century ◽  
21St Century Skills

scholarly journals 4Cs Analysis of 21st Century Skills-Based School Areas

2021 ◽  
Vol 1764 (1) ◽  
pp. 012142
Author(s):  
Ahmad Khoiri ◽  
Evalina ◽  
Nur Komariah ◽  
Rahayu Tri Utami ◽  
Vip Paramarta ◽  
...  
Keyword(s):  
21St Century ◽  
21St Century Skills
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