21st Century Learning Environments Research Articles

An Exploration of The Effect of Teacher’s Positive Reinforcement and Punishment towards Young Learner’s Motivation in 21st Century Learning

The purpose of this study is to explore the effects of teachers' positive reinforcement and punishment on young learners' motivation in 21st-century learning environments. A quantitative research method was employed, utilizing a survey distributed to primary school students across various regions. The data were analyzed using statistical techniques to identify the relationship between the variables. The findings revealed that positive reinforcement significantly enhances student motivation, whereas punishment negatively affects it. The discussion highlights the implications of these results in the context of modern educational practices, where fostering motivation is crucial for young learners' engagement and success. The study concludes that teachers should emphasize positive reinforcement strategies over punishment to create a conducive learning atmosphere. The implications suggest that educational policymakers and practitioners should consider integrating positive behavioral approaches in the curriculum to promote student motivation effectively.

The Practice ofHeutagogy, Peeragogy andCybergogy Approach among Vocational College Instructors

This study investigates the implementation levels of Heutagogy, Peeragogy, and Cybergogy approaches among instructors at vocational colleges in Malaysia. Employing a quantitative survey research design, data were collected from a sample of 241instructors across 15 vocational colleges, representing various Technology fields such as Automotive, Electrical, Electronic, Construction, Welding, Industrial Machining, Refrigeration & Air Conditioning, and Computer Systems & Network Technology. The sample was selected using a cluster stratified convenientsampling method.Demographic information, including gender, age, race, institutional zone, vocational college, program, experience, qualification, certificate, and class, was gathered. A structured questionnaire comprising 53 items served as the primary data collection instrument. Data analysis was conducted using SPSS software to derive frequency values, percentages, mean scores, and standard deviations. The Kruskal-Wallis and Mann-Whitney U tests were employed to identify differences in the implementation of Heutagogy, Peeragogy, and Cybergogy approaches among the instructors.The findings indicate a high level of implementation for Heutagogy and Peeragogy approaches, while the Cybergogy approach is practiced at a moderate level. Significant differences were observed in the implementation of these approaches based on the instructors’ fields and teaching experience. To enhance the practice of Cybergogy, it is recommended that vocational college administrations provide training workshops or courses to improve the teachingskills of their academic stafffor 21stcentury learning environment.

Exploring Self-Directed Learning Readiness among Undergraduates in ESL Classrooms

There has been a growing interest in self-directed learning, especially in the context of higher education. This is due to the fact that 21st century learning environments required students to engage in a wider range of learning activities, including online distance learning. To make online learning meaningful, students must exhibit a greater awareness of their responsibility to control and monitor their own learning. In light of this, self-directed learning calls for a variety of skills to ensure effective independent learning. This has been the impetus for the researchers of the present study to look into the self-directed learning readiness (SDLR) among undergraduates of UiTM Cawangan Pulau Pinang who have actively participated in online learning for their ESL classes. A quantitative research design is employed using a survey adapted from Fisher's self-directed learning readiness scale. 224 diploma students and 33 bachelor’s degree students responded to the survey. Data is analyzed using SPSS v28 by means of descriptive and inferential statistics. It was found that the undergraduate students are able to manage themselves, have strong desire for learning and have good self-control. This information may aid in determining the value and current level of self-directed learning within the context. Additionally, it is necessary to put strategies into place that will assist students in becoming better prepared for self-directed learning in a wider range of learning activities.

Online Teaching and Learning of Mathematics in Higher Education: Post-Covid 19 Lecturer Perspectives

Online learning offers excellent chances for both students and teachers because it is flexible, affordable, and convenient in terms of time and space. This paper examined the perspectives of lectures on online teaching and learning mathematics in higher education after COVID-19. This paper adopted the Technology Acceptance Model (TAM) as a theoretical framework. The theory was used in the study to understand the lecturers’ viewpoints on how they embrace the use of technology in their teaching of mathematics. This was a qualitative study that used a case study as a design. The study’s participants were ten (10) mathematics lecturers at the Mathematics Department in one rural university in the Eastern Cape Province purposefully selected as information-rich participants. Data was collected using face-to-face, semi-structured interviews which were analysed through thematic analysis. The findings of the study revealed that lecturers saw the importance of teaching mathematics using technology to close the resource gap as universities steadily shift to 21st-century learning environments. At the same time, lecturers in rural universities are impacted by the challenges they face, which include a lack of technology skills, teaching practical work online, classroom control during online teaching, shortage of resources such as poor internet connections and electricity load shedding in the country which had strained the smooth running of online mathematics classes especially while teaching mathematics online. Based on the findings the study recommended that lecturers should be provided with technology professional development in mathematics, strengthening of internet access points, and methods for monitoring and controlling mathematics classes. Keywords: Higher Education, Learning, Mathematics, Online, Teaching.

Improving Students’ Collaborative Learning Experiences within a Game-Based Augmented Reality Learning Environment

In today’s post-COVID 19 world, the need to re-establish and strengthen collaborative activities is crucial in improving their learning experiences, and technology has become more prevalent as an enabler and a necessity to support this. Therefore there is a need for the development of student learning approaches that can capture their learning experiences and bridge the gap between formal learning and a more authentic, collaborative approach towards learning. Research has suggested that the use of emerging technologies such as Augmented Reality (AR) have been conducive in promoting better understanding of complex and difficult content in classes and offer learners the rich and engaging learning experience of visualizing course content, but have not yet been fully evaluated for their effectiveness in improving the learning experiences of students. As such, this study sought to design a game-based AR environment that investigated students’ attitudes and perceptions of using game-based AR, within a Team-Based Learning (TBL) class structure in their learning process, and its impact on student learning experiences. 56 Undergraduate level students participated in this mixed method research study and in this game-based AR learning environment. Data was collected on their attitudes and triangulated to obtain the study’s results. Findings showed that students were motivated to learn more, that the learning environment improved their collaboration, and were positive to having such learning experiences in their future courses, and a game-based AR learning framework, GALE, was presented. Such findings have important implications for the use of augmented reality as an instructional tool in 21st century learning environments.

Synergizing Islamic Religious Education and Scientific Learning in the 21st Century: A Systematic Review of Literature

In the 21st century, the evolution of educational methodologies has significantly transformed Islamic Religious Education (IRE). This era demands students to acquire diverse competencies essential for their future, positioning IRE as crucial in mitigating the adverse effects of rapidly advancing science. To successfully navigate 21st-century Islamic education, an integration of religious and scientific knowledge is imperative. This approach aims to provide students with a comprehensive understanding and foster good values to counteract immoral behaviors. This research focuses on evaluating integrated learning concepts in implementing the 4C Skills (Critical thinking, Communication, Collaboration, and Creativity) among students. A qualitative approach, specifically a systematic literature review, was employed. The review involved meticulous selection and screening based on predetermined inclusion and exclusion criteria. The findings reveal that integrating IRE and science can manifest in learning evaluations. Implementing an integrated learning concept in evaluations positively influences student learning activities, spanning cognitive, affective, and psychomotor aspects, aided by the incorporation of 4C Skills in 21st-century learning environments.

Flipped Classroom in Secondary School or High School Education: A Review of Its Advantages and Challenges

Advanced technology in education provides various facilities to enhance students’ learning. The evolution of technology has become an integral part of sustaining life, especially in education. The technology in education develops and continues its development with innovative learning approaches to sustain the needs of the 21st-century learning environment. The transformation in the educational field takes out the existence of a new strategy that is flipped classroom learning approach. A flipped classroom is a learning approach that is a type of blended learning that involves face-to-face and online learning instruction. The flipped classroom is a pedagogical approach in which learning activities that have traditionally taken place inside the classroom occur outside the classroom and vice versa. Flipped classroom provides an interactive learning environment where teachers guide students as they engage actively in the subject matter. Thus, this paper will review the recent literature regarding the potential of flipped classroom technology in education and explore its advantages and challenges. The review describes the potential of the flipped classroom in various fields of education, including Chemistry, Physics, Mathematics, Biology, and Civics at secondary school or high school level. Searching of the literature was obtained from several databases by using certain Boolean queries when searching the keywords. Ten papers were selected according to the specific criteria. This paper concludes the advantages and challenges during the implementation of FC. The advantages of flipped classsroom are increased students’ motivation during learning processes, providing active learning, increasing learning perception, increasing learning engagement, enhancing knowledge, increasing teacher-student interaction, increasing peer interaction, enhancing creativity and helping to improve students’ achievement and performance. The challenges of FC are the time-consuming for teachers to prepare the learning materials, lack of teachers’ technical skills to produce learning videos, lack of students’ motivation to watch the pre-class video, and the difficulty of students to understand the contents presented in the learning video. Based on these challenges, this paper provides the literature recommendations that can help to produce effective flipped classroom environments in the future.

How Can Trust Increase Children′s Understanding of Privacy for 21st Century Learning Environment?

In the digital world, privacy is one of the most important factors in establishing and building trust. Children involvement in digital media and internet is increasing particularly in embracing the 21st century learning environment. Concerns related to the intermediated role of trust can increase children’s understanding of privacy served as a critical research area to be investigated. Therefore, this study presents the findings from interview (26 pupils) and focus group session (10 focus group sessions involving 57 pupils) with children aged 9 to 11 years in Edinburgh, Scotland, and with eight volunteering parents to investigate their perceptions of trust in the online environment. The findings have shown how trust helped children to be ready to embrace the 21st century learning environment. Trust to children helped in increasing children’s autonomy, help in understanding the parental internet mediation styles, reducing parents’ worries and increase children’s privacy awareness.

FEASIBILITY TEST OF 21ST CENTURY CLASSROOM MANAGEMENT THROUGH DEVELOPMENT INNOVATION CONFIGURATION MAP

This study aims to determine the feasibility of classroom management in 21st century learning through the development of innovation configuration maps. 21st century learning provides opportunities for teachers to innovate to increase success in learning. Teachers can describe the 21st century learning environment, through the development of innovation configuration maps. This study used a quasi-experimental method with students in class using maps to develop IC maps based on the Caring-Based Adoption Change Model (CBAM). The results show that 21st century skills can be realized in learning environments through content-based and project-based approaches, but equally important is having 21st Century Ecology.

Posthuman Creativities: Pluralist Ecologies and the Question of How

This editorial lays the groundwork and context for this special issue addressing a range of posthuman ecological approaches to the study and theorization of creativity, and its potential to transform understandings of 21st-century learning events and environments, including cities, schools, museums, parklands, digital environments, wild places, and more. Importantly, this collection establishes an ethics and politics of posthumanism as it intersects with creativity, including attention to the necessity and ethics of the ways in which Indigenous knowing and knowledge creation are changing and expanding traditional academic framings of arts-based research, creativity, and posthuman scholarship.

Posthuman Creativities: Democratizing Creative Educational Experience Beyond the Human

This chapter explores the urgent relevance of posthumanist theory and practice for democratizing creative educational experiences in 21st-century schools, universities, and informal learning environments. Posthumanism challenges the myopic centering of the human in creative education in an age of climate change, artificial intelligence, and zoonotic disease, where nonhuman agencies are intricately imbricated in human cultures and lives. Using a cartographic methodology, the chapter critically maps key theories and debates in posthumanist creativity studies across four substantive fields of inquiry: (a) process philosophy, (b) affect studies, (c) place-based education, and (d) creative ecology. Drawing links between theoretical concepts and practical examples of creative experience across formal and informal education contexts, the chapter scopes an alternative agenda for critical studies of creativity in light of the posthuman turn.

A FLIPPED LEARNING ENVIRONMENT: A DISRUPTIVE APPROACH FOR TRADITIONAL CLASSROOMS?

The primary purpose of this study was to examine whether a flipped learning environment was a disruption to the traditional instructional approach, particularly in consideration of the 21st-century skills that students must acquire before graduation. A flipped classroom is one in which students are introduced to content at home or outside classroom via technology, and practice working through it at school. A qualitative research design was employed to conduct the study through a focus group approach. Nine in-service teachers, who were participants in a flipped classroom pilot program in Malaysia, served on the focus groups. Data were collected through asynchronous virtual focus group discussions. The scissor-and-sort approach was employed in the data analysis process. Findings from the study indicated teachers believed that a flipped learning environment maximized student learning potential, allowed for collaborative learning, created an engaging learning environment and promoted higher order critical thinking and problem solving skills, all suitable for encouraging and practicing 21st century skills in the classroom. Therefore, this study showed that the flipped classroom approach disrupts the traditional learning environment in a positive manner and avails opportunities to equip students with the relevant skills of problem-solving, critical thinking, collaboration, cultural sensitivity, and creativity which are essential for life-long learning and participating in a competitive 21st-century learning environment.

Creation and Use of Online Gateway for School Libraries from Free Web 2.0 Tools

The school library is challenged to remain relevant in the 21st century learning environment. With young learners always consulting Google and other free search engines for subject assignment and other information needs and with the underwhelming quality of much web-based information, the school library must find an interesting and effective way to deliver authoritative and relevant information services through online tools. However, effective information services online are most often hosted from subscribed or paid Web 2.0 sites. These online services are capable of interactivity among learners and flexibility for individual schools’ administrative concerns. However, the ability to afford these services is frequently beyond the financial capability of schools from developing countries. The researcher explored the possibility of creating a school library website that serves as a pathfinder to online resources and electronically delivers other library-based school services using free Web 2.0 tools.

Ontological Model of School Librarianship Based on Collaboration

Considering the definition of ontology as a common vocabulary for researchers (practitioners) who need to share information in a domain, we have established a set of concepts concerned with identifying, analyzing, describing and representing shared conceptualization in Croatian school librarianship. We have given a survey of research areas in the last 24 years. Approaching the problem of ontology, we applied it in the sense of information science, i.e., modeling language based on a common vocabulary and understanding when and how the modern concept of librarianship like media and information literacy, information needs, curriculum integration, e-learning etc. were introduced into Croatian school librarianship practice. The next step could be to dentify and to evaluate the strength of the various semantic links between found concepts. The key issue of school library ontology modeling is the answer to the question: how well the Croatian school librarian community is prepared to participate in building 21st century learning environments.

The Relationship between Self Efficacy with Higher Order Thinking Skills (HOTS) among Accounting Students

Higher order thinking skills (HOTS) are one of the skills that is emphasized in the 21st century learning environment. Students with high ability in thinking skills will be able to compete and gain a place in the global market. Self-efficacy is one of the elements that can be a catalyst for the achievement of HOTS among students. Therefore, this study was conducted with the main purpose to examine the relationship between students’ self-efficacy and HOTS. In addition, this study was also conducted to identify the level of HOTS and self-efficacy among Accounting students. This study uses questionnaires and achievement tests as instruments to collect data. A total of 467 Form Four Accounting students were selected as the study sample using proportional stratified random sampling techniques. The Generalized Self-Efficacy Scale (GSES) instrument is used to measure students' self-efficacy. Meanwhile, the students’ HOTS achievement is measured based on the total score obtained in the administered achievement test. Data were analyzed by descriptive and inferential using correlation analysis using IBM SPSS version 23. The findings of the study indicated that there is a significant positive relationship between students’ self-efficacy and HOTS. The findings also show that the level of students’ self-efficacy and HOTS is at a moderate level. Hence, when the level of self-efficacy of students increases, then the level of HOTS also will increase. The implication, teachers need to give emphasis to increase students' self-efficacy and thus increase HOTS in the teaching and learning process.

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

<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>

Pairing-Based Approach to Support Understanding of Object-Oriented Concepts and Programming

Blended learning comprises various learning modes with the support of digital resources. It has been a critical element in 21st-century teaching and learning environment at multiple levels of education, mainly tertiary level. In the software engineering field, pair programming is one of the techniques in Xtreme Programming principles in Agile software development methodology. Although pair programming is well-known among practitioners, studies have shown that pair programming can support computer science or software engineering students at higher learning institutions to understand the concepts in programming. Indeed, pair programming could support active learning among students. Inspired by pair programming, this study proposes that pairing-based pedagogy or “pairgogy” in blended learning could also increase students’ confidence and interest in completing theoretical in-class exercises not limited to programming tasks with the support of an e-learning system. The proposed approach was applied to teaching object-oriented concepts using Java programs. The findings reflect that both pair programming and “pairgogy” complement each other as a pairing-based approach in blended learning to support understanding of object-oriented concepts and programming. Students’ responses towards the approach applied in a semester were positive. The study also implies that most students preferred to be a driver, the person doing the program rather than a navigator who guides drivers on what to program. In this approach, students were also required to complete the in-class theoretical questions in pairs by tracing given programs and answered via the e-learning. Thus, the pairing-based approach has proven to be beneficial to support students in learning programming.

Increasing Geographic Literacy through the Development of Computer Supported Collaborative Learning

This paper aims to develop computer supported collaborative learning to improve geographic literacy. This study used research and development with the ASSURE model. The results of this development are in the form of basic geography concept modules with 3 videos integrated into e-learning. The media and material validation show that the product developed was very good and worth testing. In addition, the results of media validation by taking into account indicators of attractiveness, efficiency and effectiveness, were declared very good and students were enthusiastic about learning to use this media. This product can be an alternative medium for the 21st century learning environment that applies e-learning in the learning process.

Exploring augmented reality to support K-12 literacy: a case study

Traditionally literacy education has focused on teaching reading comprehension, writing, and effective communication. However, the nature of digital communications technology has so permeated the way we communicate that it has become more than a tool in many ways. This case study explored students' use of Augmented Reality (AR) to engage in literacy activities. Specifically, the purpose of the study was to explore students' and teachers' perceived benefits and challenges of using AR tools to support engagement with literacy activities. One hundred and thirty-seven students from five K-12 school districts participated in the AR activities during a university literacy festival. Data collection included student reflections, teacher interviews, and activity observations. The study indicated the use of AR tools promotes student engagement in literacy activities, teachers are eager to further explore the potential of AR tools to support engagement in literacy, AR tools have the capacity to bring literacy to life in a 21st century learning environment, and teachers need additional support to integrate AR tools for literacy instruction.

Digital Storytelling for 21st Century Learning: A Study on Pre-Service Teachers’ Perception

Digital Storytelling is one of the new pedagogical tools that call upon students’ creativity and helps them to “learn by doing”. It is one of the important steps towards creating the 21st-century learning environment as it promotes the integration of student-centred and technology-enriched learning environment for learners. Despite the many benefits that this learning tool has to offer, many educators are still reluctant to integrate this kind of technology in their classes which resulted in low implementation of this technology among the educators. Therefore, this study is intended to determine pre-service teachers’ experience and perceptions of digital storytelling for 21st-century skills in a learning environment. A set of questionnaire was distributed to 150 trainee teachers from the Faculty of Education in one of the public universities in Malaysia. The result of this study reveals that pre-service teachers’ have moderately experienced the use of digital storytelling in their learning (M=2.98; SD=1.332). The finding also showed that the pre-service teachers responded positively towards the use of digital storytelling in the classroom (M=3.94; SD=0.713). The correlation analysis further showed that the pre-service teachers’ experience with digital storytelling has significantly given the impact on their perception towards the implementation of this tool in the teaching and learning process. Considering the many advantages of the digital storytelling towards the enhancement of 21st-century skills among the younger generations, therefore more aggressive steps need to be done to strengthen the teaching preparation programme in higher educational institutions. This is very important to ensure that the future teachers produced are well-equipped with all the teaching skills and technologies to educate the next millennial generations.
 KEYWORDS: 21st-century learning, Millennial, Digital storytelling, Pre-service teachers, Student-centered