21st Century Learning Outcomes Research Articles

Task-Based Learning Enhancing 21st-Century Learning Outcomes

Abstract
 The present work aims at presenting a practical and effective way of developing communicative skills within English Foreign Language (EFL) classrooms by making EFL learners move from abstract learning to real context through Task-Based Learning (TBL). This approach uses tasks that include problem-solving situations and games that reflect real-life situations. It makes learners acquire the language in context and become less reliant on their teacher, who moves from the role of assistant and controller of the teaching/learning process to a guide and feedback provider. Though many teachers are more familiar with the traditional Present, Practice, Produce (PPP) approach, there is a new concept that should be introduced in EFL classrooms for broad exposure to the language and to minimise language difficulties.
 Résumé
 Ce travail vise à présenter une façon pratique et efficace de développer les compétences communicatives dans les salles de classe d'anglais comme étant langue étrangère (ALE) plutôt que se concentrer uniquement sur l’assimilation de connaissance théorique en encouragent les apprenants à s’engager activement dans des situations qui reflètent la vie réelle à travers l'apprentissage basé sur la pratique. Cette pédagogie utilise des compétences pratiques qui permet aux apprenants d'acquérir la langue dans son contexte et de développer leur compétence linguistique afin de devenir moins dépendants de leur enseignant, qui passe du rôle d'assistant et de contrôleur du processus d'enseignement/apprentissage à celui de guide et de fournisseur de rétroaction. Bien que de nombreux enseignants soient plus familiers avec l'approche traditionnelle Présentation, Pratique, Production (PPP), l'apprentissage basé sur les tâches permet aux apprenants de mettre en pratique leurs connaissances et leurs compétences de manière significative et une exposition plus large à la langue qui minimise les difficultés linguistiques.

Effect of Utilizing the PBL Model in Physics Learning on Student Learning Outcomes: A Systematic Literature Review

This research examines and describes the use of learning models on student learning outcomes, namely problem-based learning models in physics learning. This research uses a research method in the form of a Systematic Literature Review model. From the search strategy results, 330 articles were found from 2015 to 2021, then were gradually and systematically selected into ten articles relevant to the topic of problem-based learning in physics learning. The results of this study indicate that there is an influence of the PBL model on physics learning, as evidenced by the ten articles studied being able to answer research questions, namely: (1) How is the achievement of student learning outcomes in learning physics based on the results of a systematic literature review articles regarding PBL? (2) Does the PBL model affect the achievement of students’ 21st-century learning outcomes in learning physics? The results and findings in this article indicate that there is progress in obtaining student learning outcomes after practicing the PBL model in learning physics., namely: (1) increasing student learning independence, (2) Upgradecreative thinking skills, (3) critical thinking skills, (4) argumentation skills, (5) science process skills, (6) problem-solving skills and (7) analytical thinking skills

Technological Innovation to Support 21st Century Learning Outcomes and Sustainability at Universitas Islam Negeri (UIN) Antasari

This study analyzes how technological innovation supports and improves student learning outcomes and sustainability at Universitas Islam Negeri (UIN) Antasari. This study obtained data from interviews with senior lecturers and researchers and 12 resource persons, and 12 open questions. We conducted a series of questions for interviews and a literature study to understand how this change occurred. Next, the researchers analyzed the interview results with a phenomenological approach; to ascertain how technological innovation supports 21st-century learning in higher education. Based on the existing data and discussion, concluded that technological innovations such as the internet and digital applications currently in academic activities in the distance learning process and student face-to-face classes strongly support that goal. This considers the penetration of the internet and computer technology used in learning and teaching. With the experience of lecturers and students at UIN Antasari. Technological innovation supports learning there with the clear advantages of existing technology. Thus, it is hoped that the results of this study be helpful to improve the quality of further research.
 Keywords: Technological Innovation, 21st-Century Learning Outcomes, Learning Outcome

Editor's notes

Editor's notes

The Need Analysis in the Development of Students’ Virtual STEM Project for Science Education

The 21st century learning outcomes emphasize high-order thinking skills and information technology literacy. Using these skills, students can solve problems and think innovatively. Even though it has not been implemented optimally, STEM is a learning approach that is considered to be able to build high-level thinking skills of students. This study is an analysis phase in the development of virtual STEM for learning science. There were 52 respondents who participated in this survey. They are science teacher in Riau and Kepulauan Riau province. A questionnaire was used to identify the extent of respondents 'understanding about STEM and STEM implementation. The questionnaire also identified science teachers’ view of virtual STEM and the availability of computer facilities that support virtual STEM both at school and at students' homes. In this study, we found that some science teachers have already understood STEM but have not yet been implemented in their teaching. Especially for electrical circuit material, a virtual STEM project can be used as an alternative to overcome the problem of time constraints in running a project and is expected to improve the ability to think creatively.

Teachers' Readiness in Inserting the 21st Century Skills in the Lesson Plan in Teaching English

The 21st-century learning outcomes are essential to be achieved by the students nowadays. A lesson plan is one of the mediums used to insert the skills of the 21st century, which needed to be improved by the students. This study examined English teachers’ readiness in inserting the 21st-century skills in planning the lesson in the city area and suburb area of Badung Regency. This study belonged to a case study and was conducted using a sequential embedded mixed-method, in which mixed the quantitative results with qualitative results to get more valid data. A questionnaire consisted of 17 items used to know the readiness of English teachers, combined with the results on document analysis. Based on the results of the investigation, it showed inconsistent answers of English teachers in the city area and suburb area based on the results on questionnaire and document analysis. English teachers perceived they were ready to insert the 21st-century skills but, based on results on document analysis, it showed English teachers mostly added learning and innovation skills and information, media, and technology skills in the lesson plan. It is suggested English teachers should be more ready by looking up at the standardization of the 21st-century education then combined it with attending seminars on related topics about the implementation of the 21st-century skills.

E-Task-Based Learning Approach to Enhancing 21st-Century Learning Outcomes

E-Task-Based Learning Approach to Enhancing 21st-Century Learning Outcomes

Learning content, language, and culture in concert: the academic achievement, aspirations and social experiences of bilingual students at the end of middle school

ABSTRACT The academic achievement, bilingual proficiency, and sociocultural competence of exiting middle school students was analyzed to provide dual-language program stakeholders with evaluative information for local control funding and accountability planning. Informed by equity as a guiding principle of additive bilingualism, researchers used descriptive analyses, ANOVA, ANCOVA and latent class analysis on survey data from students, family caregivers, and teachers. This study contributes a nuanced perspective of academic achievement in dual-language programs and accounts for: (a) students’ beliefs, attitudes, and self-efficacy, (b) how students distribute their time beyond school, and (c) family caregivers’ aspirations and expectations for students in high school and beyond. Findings suggest a correlation between students’ development of 21st Century learning outcomes and bilingualism and implications include the need to identify appropriate tools for measuring students’ sociocultural competence.

A meta-analytic review of the relationship between epistemic cognition and academic achievement.

Correction Notice: An Erratum for this article was reported online in Journal of Educational Psychology on Sep 3 2018 (see record 2018-43394-001). In the article, there is an error in Table 7 which contained a production-related error. Overall N was listed as “1,9,319” when it should be “159,319.” All versions of this article have been corrected. Please see erratum for full description.] Epistemic cognition, defined as the ways that people acquire, justify, and use knowledge, has been a prominent area of scholarship in educational psychology for nearly 50 years. Researchers have argued that epistemic cognition is a key predictor of many 21st century learning outcomes including critical thinking, scientific literacy, and historical thinking, among others. Despite a large volume of quantitative empirical research on epistemic cognition and academic achievement, there has been no published systematic analysis of this literature. We conducted a meta-analysis of 132 nonexperimental studies in this literature, and found epistemic cognition, as measured predominantly in terms of beliefs, was positively correlated with academic achievement, r = .162, p < .001, indicating a small but meaningful relationship. Moderator analyses revealed models and instruments focusing on development and justification of knowledge had higher correlations with academic achievement than those focused on constructs related to authority. We found evidence supporting domain-general, domain-specific, and topic-specific conceptualizations of epistemic cognition, and stronger correlations when the specificity of the epistemic cognition measure matched the specificity of the achievement measure. Conceptual knowledge and argumentation performance were more strongly associated with epistemic cognition than declarative or procedural knowledge performance. Finally, we found epistemic cognition predicted academic achievement from elementary school through graduate school, suggesting the importance of studying epistemic cognition across all educational levels. These findings have direct implications for honing epistemic cognition theory, creating better measures of epistemic cognition, and developing effective educational interventions on this critical topic. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Paisagens de Aprendizagem: acampamentos norte-americanos de verão e suas possibilidades educacionais

Por mais de 100 anos pesquisadores do campo da educação têm se preocupado com “hiatos de aprendizagem no verão” de estudantes que demonstram descréscimo de aprendizagem durantes os meses de verão fora da escolar. Ao mesmo tempo, acampamentos norte-americanos de verão tem fornecido paisagens para aprendizagem de inúmeras gerações de estudantes em idade escolar com o intuito de aprimorar habilidades e construir competências. A despeito da atual disponibilidade das experiências de acampamento para atenuar esse “hiato de aprendizagem de verão”, as reformas educacionais contemporâneas não têm ainda reconhecido a aparente conexão natural entre acampamentos e escolas. Esse artigo examina, assim, tanto os laços históricos e teóricos significativos que subjazem as configurações do movimento de campistas e da escolar formal, quanto as possibilidades contemporâneas dos acampamentos para a aprendizagem do século 21, cujas competências envolvem o estabelecimento de vínculos sociais e colaborativos, redefinição de papeis, de confiança, independência e aprimoramento academic. As conclusões indicam a signficativa importância das experiências de aprendizagem nos acampamentos para as crianças, como também a necessidade de formulação de políticas educacionais que criem oportunidades de aprendizagem extra-curriculares – tais como oferecidas pelos acampamentos de verão.

21st century inventive thinking skills among primary students in Malaysia and Brunei

Our current 21st century workplace requires workers to master the skills that are essential in a knowledge-based society as well as the new skills necessary to move beyond the information age into the conceptual age. Therefore, in order to succeed in this present economic scenario, students need to be equipped with digital age proficiencies. Analysis of current literature on this issue revealed that elements of the 21st century learning outcomes are the skills, knowledge and expertise students should master to succeed in work and later in life within the compound of the 21st century environment. As a social agent, educational systems of every nation need to transform their objectives, curriculum, pedagogies, and as well as assessments to help the younger generation achieve the outcomes required for a prosperous, attractive lifestyle based on effective contributions in work and citizenship. Essentially, the main purposes of this study are to profile the inventive thinking skills among primary school students in Malaysia and Brunei and to compare the inventive thinking skills among the students with regards to gender. The dimension of inventive thinking skills comprised of adaptability and managing complexity, self direction, curiosity, creativity, risk taking and higher order thinking and sound reasoning. This study, which employed cross sectional survey method, involved 1037 Primary school students from both countries. The results of the findings revealed that there are statistically significant differences in student's inventive thinking skills from both countries in term of gender.

Learning outcomes for the twenty‐first century: Cultivating student success for college and the knowledge economy

AbstractThis chapter provides an overview of the League for Innovation in the Community College's project on learning outcomes. The 21st Century Learning Outcomes Project was a three‐year project involving sixteen diverse community colleges that supported the development of practices for assessing and using student learning outcomes to improve student success.

21st Century Learning Outcomes Project

Like many institutions of higher learning, Hocking College has struggled to define, document, and assess those general skills deemed necessary for success in the workplace and life. An oppor tunity for Hocking College to focus on this task was provided through its participation in the 21st Century Learning Outcomes Project sponsored by The League for Innovation in the Community College. This project complemented or extended other initiatives such as the Academic Affairs (AA) ReVISIONing Learning Project and the Self-Study for reaccreditation by The Higher Learning Commission (NCA), which included a Special Emphasis on college wide ReVISIONing Learning.

Practice characteristics that lead to 21st century learning outcomes

Abstract The key research question for this study was to ask whether or not innovative teaching practices would lead to the development of learning outcomes essential for preparing the younger generation for the challenges of life in the knowledge society of the 21st century, and if so, how are the pedagogical features related to the different learning outcomes. Preliminary analyses of the case study data collected from the SITES M2 Study in Hong Kong reveal that where the development of more significant learning gains were observed, the cases possess characteristics additional to the criteria defined in the Study for selection of innovation. More importantly, it was found that the impact of the pedagogical practices was not determined simply by the aggregation of characteristics of the practices per se, nor on the technologies used, but on whether ‘empowerment’ permeates the curriculum goal and process. Further, this paper claims that these affective and socio-cognitive learning outcomes are more important as preparation for lifelong learning in the 21st century than ‘knowledge management competencies’.