scholarly journals The Effect of a Stimulating Learning Environment on Pre-Service Teachers’ Motivation and 21st Century Skills

2016 ◽  
Vol 5 (3) ◽  
pp. 29 ◽  
Author(s):  
Yonit Nissim ◽  
Eyal Weissblueth ◽  
Lennie Scott-Webber ◽  
Shimon Amar
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Student Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Innovative Technology ◽  
Traditional Classrooms ◽  
High Increase ◽  
Post Occupancy Evaluation ◽  
New Learning

<p>We investigated the effect of an innovative technology-supported learning environment on pre-service student teachers’ motivation and 21st century skills. Students and instructors filled-in the Active Learning Post Occupancy Evaluation (AL-POE) questionnaire. Analysis included tests for individual items and a comparison of the overall mean, composite differences between pre- and post- occupation of the new classes.<strong> </strong>Over 80% reported high increase in creativity, motivation, ability to get higher grades and engagement in class while studying in the new learning environment. They gave significantly higher evaluations for practices and solutions in the new vs. traditional classrooms and perceived working there adequately and better, on many of the 21st century skills.<strong> </strong>Therefore, learning environment plays an important role in preparing pre-service teachers.</p>

A GAME-BASED, ACTIVE LEARNING APPROACH FOR BUILDING 21ST CENTURY SKILLS IN ENGINEERING AND ECONOMICS HIGHER EDUCATION

2020 ◽  
Author(s):  
Hariklia Tsalapatas ◽  
Olivier Heidmann ◽  
Constantinos Katsimentes ◽  
Spiridon Panagiotopoulos ◽  
Christina Taka ◽  
...  
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Learning Approach

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.

Cultivating 21st Century Skills in Teachers through Project-Based Learning

2016 ◽  
pp. 136-151
Author(s):  
Erkkie Haipinge
Keyword(s):  
Student Teachers ◽  
21St Century ◽  
Resource Sharing ◽  
21St Century Skills ◽  
Project Based Learning ◽  
Learner Centered ◽  
Online Tools ◽  
Bachelor Of Education ◽  
The University ◽  
Pedagogical Application

This chapter describes the implementation of a Project Based Learning (PBL) course in a Bachelor of Education at the University of Namibia, whose aim was to develop student teachers' 21st century skills. The course further offered students a model for applying learner-centered education, which is the recommended pedagogical approach in Namibia. Challenges observed in the course, have been limited opportunities for students to share project products and learning experiences. Also, since students use PBL for learning and not as a pedagogical model, challenges are anticipated in using the approach in their own teaching. Using Communities of Practice, 21st Century Skills framework and Project Based Learning, this chapter proposes a framework for creating learning communities for teachers. Recommending the use of online tools to support mentoring, idea and resource sharing, the framework is envisioned to facilitate the pedagogical application of PBL and teachers' modeling of 21st century skills in practice.

scholarly journals The Implementation of 21st Century Skills as the New Learning Paradigm to the Result of Student’s Career and Life Skills

2019 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Sulistyaningsih Sulistyaningsih ◽  
Vebriary Eka Rahmawati
Keyword(s):  
High School ◽  
High School Students ◽  
21St Century ◽  
21St Century Skills ◽  
Life Skills ◽  
Research Question ◽  
Senior High School ◽  
Learning Paradigm ◽  
New Learning ◽  
Five Elements

Teaching students to learn and to work well with 21st century skills is not only the domain of vocational school (SMK), but also general senior high school (SMA/MA) as well. It is not enough for students to have only core skills in literacy and numeracy in order to succeed as individuals, citizen, or workers. This article deliberates how to implement the 21st century skills as the new learning paradigm for senior high school students. Furthermore, how is the result of those implementations to the student’s career and life skills based on its five elements as the indicators. For the first research question, the study was descriptive and qualitative. For the second research question, the study was descriptive and quantitative. The writer did an observation, which is workplace action research. There is a Career and Life Skills Program for the twelfth grade students of MA NU Walisongo Sidoarjo. The indicator of the scoring result sheet consists of the five elements of skills that comprise the Career and Life Skills (CLS) domain. They are (1) Flexibility and adaptability skills; (2) Initiative and self-direction skills; (3) Social and cross-cultural skills; (4) Productivity and accountability skills; and (5) Leadership and responsibility skills. The result of those implementations to the student’s career and life skills based on its five elements is quite good. At the end, they are expected will be job-ready with the skills most in demand in the 21st century.

scholarly journals THE PLACE OF TEACHING PRACTICE IN NIGERIAN UNIVERSITIES

2021 ◽  
pp. 22-32
Author(s):  
Ayobami OYEDEJI ◽  
OKE Adebowale
Keyword(s):  
Student Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Teaching Practice ◽  
Sampling Technique ◽  
Descriptive Statistics ◽  
Faculty Of Education ◽  
Faculties Of Education ◽  
Descriptive Survey ◽  
Positive Effect

Teaching Practice (TP) is fundamental and an age long practice in the faculties of education. However, as old as it is and with the new trend in teaching, there are serious challenges affecting the effectiveness of TP exercise. Notably, they lack good proficiency, subject mastery after graduation among others. This study examined the place of TPin Nigerian universities (NU). Descriptive survey research design was adopted.Study population comprised 734 students while purposive sampling technique was used in selecting six departments in the Faculty of Education (FU), University of Ibadan (UI), Ibadan Nigeria.Propionate size to sampling technique was used to select 70% of 400 (320) level students in each department selected for the survey.“Teaching Practice Questionnaire for Students (TPQS)” was the research instrument used to collect data. Cronbach’s Alpha statistics was used to obtain the reliability coefficient of 0.89. Descriptive statistics and Pearson product moment correlation were used in analyzing the data collected. Level of effectiveness of TP exercise was reported to be high. The result also showed that TP exercise had positive effect on student teachers.The result equally found that no significant but positive and weak relationship exists between TP of student teachers and the acquisition of 21st century skills in the FU, UI. Stakeholders should work together to keep upon improving effectiveness of TP exercise in NU. The acquisition of 21st century skills should be taught student teachers from time to time for effective teaching delivery.

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