21st Century Learning Skills Research Articles

ICT Integration and Students’ 21st-Century Learning Skills in ELT

Information and Communication Technology (ICT) has become essential in developing nations in recent years, greatly influencing a number of industries, including ELT and education. However, although incorporating technology into instruction is emphasized in today's educational environment, research on how these affects students’ abilities for 21st-century learning has yielded mixed results that leads to the inconsistent information, including in Indonesia. Therefore, to address this issue, ICT integration in ELT and its impact on students' learning capabilities at SMA N 3 Yogyakarta are examined in this qualitative case study. Data from 10 grade X participants spread across five classrooms were collected through document analysis, classroom observation, and in-depth interviews. The results showed that ICT integration is common, mostly at the passive and amplification levels. Citizenship, collaboration, creativity, and communication all showed positive effects; however, critical thinking and character still need further evaluation. To get the most out of ICT and help instructors develop 21st-century abilities, effective teaching methods and frameworks are advised. It is also suggested that standardized rules and guidelines should be established for the incorporation of ICT in education.

The Relationship of Achievement Goal Orientations and 21st Century Skills Acquisition with the Entrepreneurship of Pre-Service Teachers.

Teachers' goal orientations and their adaptation to the 21st century determine many questions in teacher training and professional development. One of these aspects is entrepreneurship, such that the achievement goal orientations and 21st century skills of pre-service teachers have a positive role in entrepreneurship. The present study aimed to investigate the predictive role of the achievement goal orientations and 21st century skills of pre-service teachers in relation to entrepreneurship. To this end, a correlational design was conducted to analyze relationships between variables. The sample in the current study consisted of 282 pre-service teachers studying at a Faculty of Education in Anatolia Province, Turkey. The instruments were the Achievement Goal Orientations Scale, 21st Century Learning Skills Acquisition Scale, and The Scale of Entrepreneurship of College Students. The data obtained from these scales were analyzed using structural equation modeling. The results showed that the structural model of the relationships between achievement goal orientations, 21st century skills, and entrepreneurship had an adequate goodness of fit, so that most of the achievement goal orientations and 21st century skills of pre-service teachers predicted either directly or indirectly their entrepreneurship skills. The conclusion was that entrepreneurial education activities related to teacher entrepreneurship can be planned by considering 21st century skills and achievement goal orientations in teacher education.

21st Century Learning Skills, Study Habits, and the Mathematics Performance of Grade 7 Students

This study examined the study habits, 21st-century learning skills, and mathematics performance of 132 Grade 7 students at Santa Maria National High School in the 2021-2022 school year. It looked at the kids' characteristics, study habits, and 21st-century learning skills to see how they correlated with their arithmetic ability. The study used a descriptive approach with tailored questionnaires, with data evaluated using frequency count, percentage, mean, and Spearman rho. The results revealed that the majority of pupils were of the suitable age, primarily female, lived in rural areas, and had parents working in a variety of occupations. They spent 1-4 hours a day on devices, with smartphones and the Brainly app being the most popular, and books were preferred as educational tools. The survey discovered that pupils had "very good" study habits, "high" 21st-century learning skills, and a "very satisfactory" level of mathematics achievement. There were no significant relationships observed between students' profiles and their study habits or 21st-century learning skills. However, there was a substantial link found between study habits and 21st-century learning ability. Communication and creativity skills were also found to be highly connected to math achievement. The study suggests that mathematics teachers integrate various applications, create interactive materials, and use teaching approaches that promote 21st-century abilities such as communication, creativity, and critical thinking through active learning, project-based, and problem-based projects.

ANALYSIS OF THE DESIGN, IMPLEMENTATION, AND EVALUATION OF 21ST CENTURY SKILLS EDUCATION IN CLASS X AT STATE SENIOR HIGH SCHOOL

This research was conducted with the aim of describing 1). Analyzing the design of learning implementation, 2). Analyzing the learning process (RPP), 3). Analyzing the evaluation of 21st century learning in class X of SMAN 7 Bengkulu City. The research method used is a descriptive method, using qualitative descriptive analysis techniques. The samples used were students and physics teachers of class This research shows that the results of the analysis of learning implementation plans (RPP) are based on 21st century learning skills with a percentage of 86.87%, consisting of aspects, namely planning with a percentage of 87.50%, implementation with a percentage of 85.62%. and evaluation of 21st century learning with a percentage of 87.50%. So from the results of this analysis it can be concluded that the design for implementing 21st century skills learning is in the good category.

Twenty-first century learning skills and music engagement among young children: a systematic review

ABSTRACT Previous researchers have thoroughly examined music-based interventions, which involve singing, movement, and musical activities. According to the findings of previous research, music-based intervention is highly beneficial for young children in developing their 21st-century learning skills, which include communication, collaboration, creativity, and critical thinking skills. This review analysed and contrasted previous research on the studies of using music-based intervention in enhancing 21st-century learning skills. The SPIDER and CATT search tools were used to conduct this systematic review, which investigated samplings (S), phenomena of interest (PI), designs (D), evaluations (E), and research methods (R). The themes from the selected studies were also studied to investigate the effects of music-based interventions. Thirty-six studies with participants aged 1 to 12 that were published between 2001 and 2023 were included. This review found that music-based intervention has been discovered as a viable approach for enhancing the developmental skills of 21st-century learners among young children. Researchers and educators are suggested to pay close attention to ensuring the suitability and reliability of their research designs to maximize the effectiveness of music-based interventions.

Social Studies Integrated STEM (SSTEM): A Mixed Method Research

This study is the evaluation of the social studies course taught with SSTEM implementations on the attitudes of the 4th grade primary school students towards Social Studies discipline, on the 21st century learning and renewal skills, as well as the evaluation of the social studies lessons conducted with SSTEM based on the views of elementary school students. Embedded design, one of the mixed research methods, was used in the research. In the quantitative dimension of the study, the pretest-posttest experimental design with control group was used, and in the qualitative dimension, the basic qualitative research design was used. The study group of the research consists of 40 primary school 4th grade students. The data in the quantitative part of the study were obtained by using the “Social Studies Attitude Scale” and the “21st Century Learning and Renewal Skills Scale”. In the qualitative aspect of the research, data were collected with a semi-structured interview form, student diaries, engineering design diaries and researcher diaries. For the interviews, data were collected through a semi-structured interview form from 9 students with good-medium-low academic achievement, selected from the experimental group, with maximum variation sampling, one of the purposive sampling methods. Experimental application lasted for 6 weeks, and lessons were carried out with SSTEM implementations in the experimental group of the research. Mann Whitney U in comparisons between groups in the analysis of quantitative data; Wilcoxon signed-rank test was used for intragroup comparisons, and descriptive analysis was used in the analysis of qualitative data. As a result of the research, it was concluded that SSTEM education approach implementations affected their attitudes towards social studies lesson positively, and 21st century skills such as creative thinking, cooperation, communication and problem solving changed positively while students were doing SSTEM implementations. In line with the results obtained from the research, it has been suggested that similar studies can be carried out not only with the science, technology, engineering and mathematics disciplines that make up the STEM disciplines, but also in all disciplines and all education levels, in order to use the SSTEM education approach more widely and efficiently.

The impact of 4th grade students’ learning about magnetism through STEM activities on success, 21st century skills, and perspectives

ABSTRACT Background STEM is an interdisciplinary holistic approach that combines the fields of technology and engineering in science and mathematics disciplines. STEM contributes to students’ academic success, 21st century skills, and perspectives towards science. The scarcity of international studies focusing on the implementation of STEM in primary schools, particularly in the Turkish educational context, raises concerns about the contribution and challenges associated with this approach. The lack of research in this area inhibits a comprehensive understanding of the barriers hindering successful STEM integration in Turkish primary education. Purpose The purpose of this study is to see how 4th grade students’ success, 21st century skills, and perspectives about the lesson are affected by learning about magnetism through STEM activities. Sample The research group consists of 48 students from two classes in the fourth grade at a primary school in the district centre of a city in the Central Black Sea Region in Türkiye. Design and Method A quasi-experimental design with a pre-test - post-test control group was used in this study. The Magnetism Achievement Test and the 21st Century Learning and Renewal Skills Scale were used to collect data for the study. Furthermore, clinical interviews were conducted to ascertain the students’ perspectives on the course. Results and Conclusion The study found that student success was higher in the experimental group, where lessons were taught with STEM activities, than in the control group. Therefore, it was found that students learned the subject of magnetism better with STEM-based activities. The experimental group’s students’ 21st century skills improved as well at the end of the implementation. The experimental group students, who were taught STEM activities, were found to have positive perspectives toward the lesson. In conclusion, integrating STEM activities into teaching practices appears to enhance student learning outcomes and foster the development of 21st century skills. Educators are encouraged to incorporate such activities into their curriculum to promote engagement and deeper understanding of subject matter.

The Development of Puzzle Board Card Media to Enhance Students' Critical Thinking Skills in Science Learning

Critical thinking ability is an essential skill possessed by elementary school students in the 21st century learning era. One tool that supports the development of this ability is puzzle card board media. This research aims to develop and test the effectiveness of this media in improving the critical thinking skills of fifth grade students in elementary schools. The research method applied is research and development (R&D) using the ADDIE research model which consists of the Analysis, Design, Development, Implementation and Evaluation stages. The product developed in this research is puzzle card board media which is adapted for science subjects, then its validity is tested by media experts and material experts, and distributed via questionnaires to teachers and class V students at SDIT Ummi Aida. The research subjects consisted of 29 class V students. The object of this research was the development of puzzle card board media. Based on the results of research and development, it was concluded that this puzzle card board media met the research criteria as evidenced by a media validation score of 93.7%, and a material validation score of 90.6% with a value range of 76%-100%, including in the very valid category. This research received responses from teachers with a score of 98.6% and responses from students with an average score of 86.7% in the practical or very good category for use. This shows that the puzzle card board media is included in the criteria of valid, practical and effective use as teaching material for teachers and students. The author recommends that this research is not only centered on improving critical thinking, but on developing creativity in accordance with 21st century learning skills

Examination of 21st Century Learning Skills and Perceived Empathetic and Social Self Efficacy Skills of Preservice Teachers

The importance of 21st century skills have been increasing. These skills are effective in adaptation of an individual to society. Self efficacy of an individual could influence gaining of these skills. Perceived social self efficacy of teachers effects teaching attitudes and behaviors. It also has an affect on students’ learning motivations. The aim of this study is to investigate the relationship between 21st century skills of and perceived empathetic and social self efficacy of preservice teachers. The research is conducted in correlational survey model. 179 preservice preschool teachers were participated in the research. The data obtained from Personal Information Form, 21st Century Learning Skills and Perceived Empathetic and Social Self Efficacy scales by means of Google Form. Independent t-test, one-way ANOVA analysis and Pearson correlation were used to analyze. While there was a statistically significant difference according to being only or first child in perceived social self efficacy dimension, there was not statistically significant difference according to age, class, GPA and education level of parents. There was not statistically significant difference in innovativeness skills according to age, class, being first or only child, GPA and education level of parents. Except innovativeness and perceived social self-efficacy skills sub-dimensions, there is positive correlation between all dimensions.

21st century learning skills of maritime faculty in the Province of Antique, Philippines

The demands of the 21st century require educators to adapt and empower themselves with essential traits and skills to cope with the changes and bridge the gap, as they play a significant role in shaping the lives and careers of their students. This descriptive-correlational study aimed to determine the 21st century learning skills of maritime faculty in the Province of Antique, Philippines. The data gathering instrument used was a researcher-constructed questionnaire on 21st century skills, adapted from the study of Kelly et al. (2019), which was revised, contextualized to the local setting, and duly validated by a jury composed of five members. The statistical tools were mean, frequency, and percentage for descriptive analysis; the Mann-Whitney U test; and the Kruskal-Wallis H test for inferential analysis. The alpha level was set at 0.05. The study found that, generally, maritime faculty had a high level of 21st century learning skills. A significant difference existed in the maritime faculty’s level of skills in 21st century learning in terms of communication and media fluency when classified as to the length of service as a seafarer. No significant difference existed in the maritime faculty’s level of skills in 21st century learning in terms of collaboration, teamwork, and leadership skills; critical thinking and problem-solving skills; or creativity and innovation skills when grouped according to age, civil status, length of service as faculty, length of service as a seafarer, and educational attainment. Further, in terms of the communication and media skills of maritime faculty, no significant difference was found to exist when they were grouped according to age, civil status, length of service as faculty, and length of service as a seafarer. Highlights 21st-century skills are essential in the modern classroom By participating in capacity-building workshops, maritime faculty can enhance their 21st century skills Young maritime faculty with short seafaring experience must gain more seafaring experience to integrate those experiences into teaching strategies essential to the 21st century classroom To benefit digital natives, old and experienced maritime faculty must embrace change by using modern teaching methods and strategies Lifelong learning must be encouraged among maritime faculty, which is an essential tool for the development of their 21st century skills

China Modern Teaching's Impact on Lecturer Competence in Entrepreneurship

This study aimed to see the mediating effect of 21st-century teaching and learning on entrepreneurship skills and lecturer’s competency among the lecturers in Vocational & Technical College at Zhejiang, China. This study also aspired to examine the significant effect between entrepreneurship skills and lecturers' competency. Besides, this also would like to see the mediating effect between 21st-century teaching and learning skills and the lecturers' competency. Structural Equation Model (SEM) was applied to test the effect on the variables using administrating questionnaires. A total of 316 respondents from Vocational & Technical College at Zhejiang, China completed the survey. The findings show that the mediating effect of 21st-century teaching and learning has a significant effect on entrepreneurship skills (estimated value 0.346, P-value of < 0.05), to boost up lecturers' competency (estimated value 0.782, P-value of < 0.05) in teaching entrepreneurship modules. Meanwhile, the direct influence of entrepreneurship skills and lecturers' competency has no significant effect on each other (estimated value of 0.074, P-value > 0.05). The result of this study shows that there is a complete mediation effect between entrepreneurship skills and 21st-century teaching and learning skills and lecturers' competency.

Exploring of the gender variations in 4Cs skills among primary students

The development of 21st-century learning skills must prioritize collaborative problem-solving abilities. These include critical thinking, creativity, cooperation, and communication (4Cs) and the gender-based difference in the proficiencies of these skill have been reported in literature. The purpose of this study was to explore gender differences in 4Cs skills between males and females among the primary students after the execution of an informal program. This research provides an example of a STEM program that uses a problem-solving methodology to encourage students interested in environmental sustainability. The research was conducted with 43 female students and 93 male students. The study used a mixed-method involving qualitative observations of facilitators feedback, quantitative paired t-test and SWOT (strengths, weaknesses, opportunities and threats) analysis to evaluate students’ 4C skills. Results of the study revealed that there were statistically significant differences between males and females. The Shapiro-Wilk test for normality revealed that the data did not have a normal distribution, non-parametric analysis, such as the Mann Whitney U test, Spearman's Rho correlation were used. Findings from the Mann-Whitney U test illustrated that males received significantly greater mean score than females on the critical thinking and communications after the program. The females received more score than males on the collaboration and creativity (p < 0.05). The Spearman's Rho correlation analysis reveals that there is a positive correlation between students’ critical thinking and creativity (both male and Female) (p < 0.001). The development of advanced thinking abilities and creativity through facilitation is argued in this study. In summary, a strengths, weaknesses, opportunities, and threats (SWOT) analysis has demonstrated the effective use of the 4Cs skills throughout the duration of a week-long course. It, thus, can be concluded that the Integrated Problem-solving approach can be used as an alternative approach for empowerment of students’ 4Cs skills. Future research should look at the effects of participants' 4Cs on long-term development in formal education.

Assessment of Variance in Learning Competencies among Seven Elementary Schools: Implications for NAT Results and Academic Performance

Understanding the variance in learning competencies among elementary schools is crucial for informing teaching practices and educational policies. Preserving national standards while supplementing them with a comprehensive framework, including 21st-century learning skills, supports students' holistic development. This study aims to identify key factors influencing academic performance, informing targeted interventions to ensure a high-quality education for all students. This research analyzes Grade Six students' learning competencies in Baclayon District for the School Years 2013-2014 and 2014-2015, focusing on NAT results in Filipino. Seven elementary schools participated, and statistical analysis assesses the correlation between teaching materials, methods, and language used in teaching and students' academic performance in Filipino. The study analyzes the performance of Grade Six students in the National Achievement Test (NAT) in Filipino over two school years across seven elementary schools in Baclayon District. Significant differences between students' proficiency in Filipino and their NAT results were found in most schools, indicating a decline in performance from 2013-2014 to 2014-2015. However, no significant variances in learning competencies were observed across schools and years, despite variations in mean scores. The mean scores decreased across all low-performing schools in Baclayon District in the School Year 2014-2015, with six out of seven schools scoring below the 75% passing rate. This decline highlights the need for curriculum review and teacher training, particularly in comprehension and critical thinking. Targeted interventions are urgently required to address the decline in academic outcomes, especially in the Filipino subject.

Evaluation 7thGrade Science Textbook in terms of Learning and Innovation Skills According to Teachers' Opinions

Students, who are the designers of the future, need the forward-looking skills of the 21st-century to adapt to the changes occurring in our age and to be ready for the next educational institution or business life. 21st-century skills need to be integrated into the education system for individuals to gain them most effectively. Textbooks, which are frequently used by teachers and students within the scope of the education and training process, are of great importance in acquiring these skills. The aim of this study is to evaluate the secondary school 7th-grade Science textbook in terms of 21st-century learning and innovation skills in line with teachers' opinions. The study group consists of 30 Science teachers working in secondary schools affiliated with Gaziantep province in the 2021-2022 academic year and using 7th-grade Science textbooks. In the research, phenomenological design and qualitative research methods were adopted, and the data were collected with a semi-structured interview form consisting of 9 questions prepared by the researcher. The data were analyzed using content and descriptive analysis method. The study, in line with the opinions of Science teachers, was concluded that 7th-grade Science textbook does not fully develop 21st-century learning and innovation skills, insufficient, skills are distributed irregularly in the textbook.

Reimagining Philosophy: The Relevance of “Love of Wisdom” for Senior High School Students at Tanauan City Integrated High School in Contemporary 21st Century

“Philosophy” comes from the Greek words Philo and Sophia meaning “love of wisdom.” Philosophy uses the tools of logic and reason to analyze how humans experience the world(Metcalf, 2020). It is an activity people undertake when they seek to understand fundamental truths about themselves, the world in which they live, and their relationships to the world and each other. Philosophy takes on existential questions (Marschall, 2023). One relevant question for everyone is the meaning of life. Although the meaning of life can be different for different people, it is nonetheless given attention to the subject. In this present time where people have easy access to almost everything and information can easily be falsified by social media, truth must still prevail. This should be emphasized in schools for students. Philosophy is useful in this regard because it utilizes logic and reasoning to develop critical thinkers (Bushman, 2022). As the subject demands profound intellectual activity to arrive at the truth, it might be unappealing to students. But this very method can help students learn to write clearly, read closely with a critical eye, and spot poor reasoning which is a crucial skill in the present times. Accordingly, the result of the research indicated that critical thinking, creativity, collaboration, and communication are 21st-century learning skills that can be applied to inculcate the relevance of Philosophy in contemporary times.

Mathematics Teacher’s Perceptions on Flipped Classroom towards the 21st Century Learning and Innovation Skills

A Vast innovation has immersed in the field of education, including the learning-teaching process in the 21st- century. Therefore teachers should be aware of new technological teaching methods while addressing 21st-century competencies since they are the pioneers in guiding students towards the future of our nation. Among them, the flipped classroom approach (FC) is a popular pedagogical practice providing opportunities for students to encounter self-learning experiences in the technological era. The main purpose of this study was to find out the perceptions of the mathematic teacher about FC towards 21st-century skills. In order to collect data,the survey research design was used and the questionnaire was administrated to 244 mathematics teachers, from the Galle education division . Data were analyzed quantitativelyby using SPSS (Version 25) software. It was revealed that 75.8% of the sample were in the view that the FC approach can monitor students’ creativity when learning mathematics. In addition, 82.1% of teachers stated that FC can promote students’ communicative skills and 75% stated that students acquire critical thinking skills by sharing knowledge with their peers through Smart Computing. Also, 81.7% of the teachers agreed that FC enhanced face-to-face discussions for actual collaborative applications for students. The findings also revealed that no statistically significant differences at (α≤ 0.05) on the total degree of perceptions of FC towards the 21st-century skills due to gender since (0.125) is more than (0.05). On the other hand, many teachers (61.2%) disagreed that students become independent from the teacher in the flipped classroom, as students acquire a (a lot of data ) large amount of information through technology and engage in critical thinking before entering the classroom. The study results demonstrated that the sample was well aware of the importance of the FC approach. However, weak internet connection, ignorance of social platforms, insufficient technological resources, negative attitudes of teachers and lack of teacher training were identified as barriers to implement the flipped classroom approach in Sri Lankan schools. Therefore, practice-oriented strategies should be used to improve mathematics teacher implementation of the flipped classroom approach in Sri Lanka.

LEARNING SKILLS ACQUIRED AT SCHOOL FOR STEM STUDIES AT THE UNIVERSITY

In order to acquire science, it is necessary to perform hands-on activities, make experiments and scientific inquiry with the obtained data, to be able to evaluate critically and understand the scientific concepts, as well as to collaborate and communicate. STEM learning promotes inquiring minds, logical reasoning, and communication and collaboration skills. Studying science at the university, students need both hard – cognitive and subject specific skills and soft – interpersonal and intrapersonal skills. The aim of the study was to clarify the appropriateness/usefulness of the learning skills acquired at school for STEM studies at the university. The study consisted of two parts: a systematic review of Web of Science and SCOPUS databases and surveys of 242 first-year science students of the University of Latvia about the learning skills acquired at school performed in 2018–2020. The qualitative data processing program AQUAD was used for processing data obtained from students’ survey. Data coding was performed according to the code system developed specifically for this purpose. The qualitative data was transferred into a quantitative format, based on relations between students’ statements, and linkages among codes were created. The study allowed concluding that cognitive, interpersonal and intrapersonal skills acquired at school are intrinsic learning skills during the first study year in higher education. There are no principal differences in the evaluation of hard and soft skills in the systematic review and students’ responses that proves the appropriateness/usefulness of the 21st-century learning skills acquired at school for science studies at the university. Keywords: learning skills, STEM education, first-year university students

AN INVESTIGATION OF THE MIDDLE SCHOOL SCIENCE TEXTBOOKS IN TERMS OF CREATIVE THINKING AND CRITICAL THINKING SKILLS

The aim of this study is to investigate creative thinking and critical thinking skills through the tasks contained in 5th, 6th, 7th, and 8th-grade science textbooks in the 2020-2021 academic year. The research utilized document analysis as a qualitative method, and data were collected through the descriptive analysis method. In this study, themes related to creative and critical thinking skills were utilized from the '21st Century Learning and Innovation Skills Themes' developed by the researchers as the data collection tool to assess textbooks. The themes were generated based on a review of literature and verified by experts. The status of both skills in the textbooks was presented in tables for years and tasks; Science Engineering Applications and Activities. Although the number of Science Engineering Applications are lower than activities, they are more promising for these skills. The low frequency of themes emphasizing problems in both skills indicates a lack of challenging situations. The reason for the low frequency of themes in activities is that they primarily take the form of demonstration activities where students passive through auditory and visual means. As the years progress, both the number of tasks and the intensity of themes with which these tasks incorporate increases.

Development of PJBL-Based Physics Edu Media to Improve The 21st Century Learning Skills of High School Students

The purpose of this research was to create physics teaching resources that would enhance students' 21st century skills in renewable energy. The RD approach was used in conjunction with data collection methods including both test and non-test modes. This study involved three validators who assessed the learning materials from the perspectives of both material and media aspects. According to the assessment results, the material aspect received a rating of 'very good,' whereas the media aspect scored 'good.' The enhancement of 21st century learning competencies was gauged through pretest and posttest evaluation, revealing a rise in critical thinking, creativity, communication, collaboration, use of ICTs, as well as life and career skills. The study determined that the PjBL-Based Physics Edu learning materials could serve as a reliable instructional tool for teaching renewable energy topics with moderate effectiveness.

SUSTAINING CLASS INTERACTION AND COLLABORATIVE LEARNING IN A VIRTUAL CLASSROOM

The teaching and learning activity must continue even in any situation or time, and most educational settings use online learning to keep it on the path. To achieve specific goals in 21st-century learning skills, improving students' collaborative skills in problem-solving, solution-finding, decision-making, and bargaining is crucial. The main focus of the investigation was how to improve students' collaborative learning when learning a language. This research explained the phase applied to progress the class interaction through collaborative learning in a virtual classroom. In the learning process, the students were divided into two groups. The first was the learning group, where the students gained knowledge, then regrouped in the teaching group and presented what they had learned from the learning group. Six open-ended questions were given to assess the students’ knowledge-building and experience in the learning and teaching groups. Research showed that most students agreed and were satisfied with this group collaboration activity in a virtual classroom. The result also indicated that students perceive group work satisfaction positively, with an average mean of 3.7. By utilizing video-teleconference technologies to their full potential, students can engage in virtual networking interactions and develop close relationships to solve problems with one another. Even if the entire teaching and learning process takes place online, the students can still engage in discussions with each small group which could result in collaborative learning.