scholarly journals Changing the Learning Environment: Teachers and Students’ Collaboration in Creating Digital Games

10.28945/4405 ◽  
2019 ◽  
Vol 18 ◽  
pp. 061-085
Author(s):  
Noga Magen- Nagar ◽  
Hanna Shachar ◽  
Osnat Argaman
Keyword(s):  
Teacher Training ◽  
Learning Environment ◽  
21St Century ◽  
21St Century Skills ◽  
Digital Games ◽  
Environment Impact ◽  
Teachers And Students ◽  
Computer Environment ◽  
Teaching Learning ◽  
The Impact

Aim/Purpose: The current study examines the impact of an intervention program to train teachers to collaborate with their students while creating digital games. Background: Teachers seem unable to leverage the potential of ICT to present students with a rich learning environment. ICT integration is usually at a relatively simple and concrete level without changing the traditional teacher-student paradigm. Methodology: The study is both quantitative and qualitative. Participants were 63 active teachers studying in the M.Ed. program at a teacher education college. The teachers responded to a series of pre- and post-questionnaires and wrote a concluding reflection. Contribution: Teaching based on creating digital games, combined with teacher-class collaboration, is a viable and real alternative of constructivist teaching, adapted to different learners. Findings: The SEM path analysis showed that it was only after the intervention that the lower the teachers’ resistance to changing teaching patterns, the higher their intrinsic motivation to learn an innovative pedagogical-technological program and likewise the sense of mastery of 21st-century skills, resulting in a positive attitude towards classroom collaboration. The qualitative findings reveal eight categories dealing with two main themes: the first is professional development, including conceptual, behavioral and emotional change, and the second is the teachers’ perception of the learners. Recommendations for Practitioners: Teacher training should be ongoing in order to change teaching-learning processes and promote an active approach based on constructive principles, 21st-century skills and collaboration between teachers and students in a computer environment. Recommendation for Researchers: Future studies should start by sampling teachers and education professionals who have convenient access to technology in their teaching-learning environment. Impact on Society: Collaboration between teachers and students in creating learning games in a computer environment and teacher-class collaboration, in general, require very different training than that which exists today. Hence there should be some rethinking of teacher training. The proposed pedagogical model is one such idea in the right direction. Future Research: A larger study with a greater number of participants, including a control group, should be conducted.

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

2019 ◽  
Vol 15 (3) ◽  
pp. 226
Author(s):  
Siti Fairuz Dalim ◽  
Nurul Zakiah Muhamad Azliza ◽  
Norezah Ibrahim ◽  
Zulinda Ayu Zulkipli ◽  
Mohammad Mubarrak Mohd Yusof
Keyword(s):  
Learning Environment ◽  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
21St Century Learning ◽  
Pedagogical Tools ◽  
Student Centered ◽  
The Many ◽  
The Impact

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

An Exploratory Study of the Online Learning Environment

2013 ◽  
Vol 29 (1) ◽  
pp. 117-147 ◽  
Author(s):  
Cynthia J. Khanlarian ◽  
Rahul Singh
Keyword(s):  
Learning Environment ◽  
Student Performance ◽  
It Use ◽  
Environment Impact ◽  
Web Based ◽  
Improve Student Performance ◽  
Research Questions ◽  
The Impact ◽  
Relevant Factors ◽  
Significant Factors

ABSTRACT Web-based homework (WBH) is an increasingly important phenomenon. There is little research about its character, the nature of its impact on student performance, and how that impact evolves over an academic term. The primary research questions addressed in this study are: What relevant factors in a WBH learning environment impact students' performance? And how does the impact of these factors change over the course of an academic term? This paper examines and identifies significant factors in a WBH learning environment and how they impact student performance. We studied over 300 students using WBH extensively for their coursework, throughout a semester in an undergraduate class at a large public university. In this paper, we present factors in the WBH learning environment that were found to have a significant impact on student performance during the course of a semester. In addition to individual and technological factors, this study presents findings that demonstrate that frustration with IT use is a component of the learning environment, and as a construct, has a larger impact than usefulness on student performance at the end of a course. Our results indicate that educators may benefit from training students and engaging them in utility of co-operative learning assignments to mitigate the level of frustration with the software in the WBH learning environment and improve student performance.

Children’s Experiences on Learning the 21st-Century Skills With Digital Games

2019 ◽  
Vol 15 (6) ◽  
pp. 685-706 ◽  
Author(s):  
Juho Kahila ◽  
Teemu Valtonen ◽  
Matti Tedre ◽  
Kati Mäkitalo ◽  
Olli Saarikoski
Keyword(s):  
Learning Outcomes ◽  
21St Century ◽  
21St Century Skills ◽  
Qualitative Content Analysis ◽  
Learning Experiences ◽  
Digital Games ◽  
School Sports ◽  
Adult Participants ◽  
Core Subjects ◽  
Physical Abilities

Previous research on learning-related digital games has focused on studying learning outcomes with mostly adult participants. This study explores what children have experienced they have learned by playing digital games, how these learning experiences relate to 21st-century skills, and in which contexts do the children benefit from playing digital games. The data were collected from children’s essays, which were analyzed using qualitative content analysis. Results reveal that children’s learning experiences are often related to 21st-century core subjects and skills, but they also reported improved physical abilities and sports competences from digital games. Children felt that the skills they had gained were beneficial in the contexts of school, sports, and friendships. The results contribute to our understanding of digital games and children by providing children’s perspective on digital games and learning.

scholarly journals Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review

2020 ◽  
Vol 12 (24) ◽  
pp. 10366
Author(s):  
Juan Carlos González-Salamanca ◽  
Olga Lucía Agudelo ◽  
Jesús Salinas
Keyword(s):  
Literature Review ◽  
21St Century ◽  
21St Century Skills ◽  
Knowledge Society ◽  
Information And Communications Technology ◽  
First Century ◽  
Depth Analysis ◽  
Digital Environments ◽  
Teaching Learning ◽  
New Instruments

Skills needed to be successful in the world have changed, and there is a gap between those learned at school and those required to function at work and in society. A broader range of skills is required to learn, communicate, collaborate, and solve problems in digital environments. Twenty-first century skills have been identified by UNESCO, OECD, and others as competences required for a sustainable future of the knowledge society. The aim was to learn the design principles involved in the incorporation of these skills into the curriculum, find out possible ways to teach and assess them, and examine how this process could be personalized using Information and Communications Technology (ICT). A literature review was carried out through a qualitative metasynthesis, which identified 43 studies that met the inclusion criteria. From the in-depth analysis, it can be seen that although the incorporation of 21st century skills into the curriculum, teaching methodologies, and the use of ICT are all recurrent themes, there is still a need for further research into the design and implementation of new instruments for assessment and the ways in which the teaching–learning process can be personalized.

scholarly journals Perceptions of Students and Teachers towards the Semester System of Tribhuvan University

2019 ◽  
Vol 4 (1) ◽  
pp. 19-34
Author(s):  
Abatar Subedi
Keyword(s):  
Learning Environment ◽  
Positive Direction ◽  
University Teachers ◽  
Perceptions Of Students ◽  
Extra Curricular Activities ◽  
Teachers And Students ◽  
Ict Tools ◽  
Master Level ◽  
Teaching Learning ◽  
Academic Resources

This paper intends to analyze perceptions of students and teachers towards the semester system of Tribhuvan University (TU). The result of the study is based on the data collected through survey questionnaire from 40 university teachers and 194 master level students. The perception is discussed in terms of learning environment, resources, use of ICT tools, contents and activities. The findings show that the perception of teachers and students towards curriculum, teaching/learning environment, and regularity of classes and viability of semester system are in positive direction. However, the availability of learning resources and use of ICT tools in day to day teaching/learning are not in satisfactory way in the perception of the participants. Their perceptions also reveal that facilities of extra-curricular activities, play grounds and canteen are inadequate. Similarly, the teachers and students perceive that availability of both human and academic resources is inadequate. The students experience show that there is teacher domination in selection of teaching methods; less use of ICT materials to promote learning; difficulty in completing courses in the stipulated time and not timely declaring exam result. However, this system has encouraged and empowered creativity among students for learning.

scholarly journals E-Learning in Dental Schools in the Times of COVID-19: A Review and Analysis of an Educational Resource in Times of the COVID-19 Pandemic

2020 ◽  
pp. 207-224
Author(s):  
Daniel Chavarría-Bolaños ◽  
Adrián Gómez-Fernández ◽  
Carmen Dittel-Jiménez ◽  
Mauricio Montero-Aguilar
Keyword(s):  
Learning Strategies ◽  
Learning Experience ◽  
Negative Consequences ◽  
Teachers And Students ◽  
Academic Courses ◽  
E Learning ◽  
The Times ◽  
Teaching Learning ◽  
Dental Schools ◽  
The Impact

While countries are facing different stages in their COVID-19 infection rates, worldwide there are millions of students affected by universities’ facilities closures due to the pandemic. Some institutions have enforced strategies to transfer some courses to a virtual modality, but many Dental Schools have been challenged to deal with a situation which requires emergency measures to continue the academic course in the middle of lock-downs and social distancing measures. Despite the fact that the number of online academic programs available, especially graduate programs, has increased in diverse modalities, this pandemic forced e-learning processes to develop abruptly. The likelihood of using e-learning strategies in dentistry was substantiated in the scientific literature and an overview of these opportunities is presented. Additionally, the experience of the University of Costa Rica Faculty of Dentistry is presented, as it was evident that some of the key elements in a e-learning environment needed a quick enhancement and initiation of some processes was required. First, it was necessary to categorize the academic courses depending on their virtualization's possibility (curricula analysis and classification), to better understand the extent of the impact and the work needed to contain, as far as the possibilities allowed, negative consequences on students learning process. Second, teachers needed further training in the application of virtual strategies which they hadn’t used before. do Third, an evaluation of the students’ conditions and needs was conducted in a form of a survey. Finally, teachers and students activated the available virtual platforms. For many Dental Schools, this virtualization process is an ongoing progress although it was abruptly imposed, but this moment indeed represents an enormous opportunity to move forward and get immerse in the virtualization environment as a teaching/learning experience.

scholarly journals Digital learning on the basis of 21st century higher education

2016 ◽  
Vol 3 (6) ◽  
Author(s):  
György Molnár
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
21St Century ◽  
Education System ◽  
Rapid Development ◽  
Digital Learning ◽  
Way Of Life ◽  
Learning Methods ◽  
Teaching Learning

The rapid development of ICT is constantly calling for society and economics, as well as our way of life. This tendency is being intensified these days by the transformation of the basic lifestyles, tasks and roles besides the changes of the education system and its components. The major shifts in technical and technological advancements have resulted in the development of the learning environment and the spread of digital learning therefore required the adjustment of learning forms and fundamental principles). Its signs are primarily visible in the changes of the classical teaching-learning methods, the redefining of the learning environment and the shifts of different roles.

A Model for Teacher Training to Improve Students' 21st Century Skills in Online and Blended Learning

2018 ◽  
pp. 399-427
Author(s):  
Julia Breddermann ◽  
Juan-Francisco Martínez-Cerdá ◽  
Joan Torrent-Sellens
Keyword(s):  
Teacher Training ◽  
21St Century ◽  
21St Century Skills ◽  
Educational Environment ◽  
Face To Face ◽  
Knowledge Based ◽  
Professional Challenges ◽  
Film Education ◽  
Social Innovations ◽  
K 12

This chapter presents and develops a model of teacher training considering six socio-technical areas that are currently affecting the K-12 educational environment in both face-to-face, blended and online learning: 1) development of 21st century skills; 2) conducting social innovations; 3) appropriate knowledge management among educators; 4) a renovation of classrooms in pursuit of creative classrooms; 5) effective educational practices; and 6) all these issues under a formal educational context that has its own standard and curricular rules. In this context, a literature review on skills needed in the knowledge based society has been realized together with an analysis of possible film education scenarios for media and web-enhanced classrooms, and an exploratory qualitative research about actual ICT activities at school and their outcomes. The entire research regards teachers' lifelong learning with the aim to acquire regularly new competencies. These new abilities enable them to face new professional challenges.

Innovative Instructional Methods Integrating 21st-Century Competencies in Mathematics Education

2021 ◽  
pp. 234-252
Author(s):  
Elizabeth Powell
Keyword(s):  
Professional Development ◽  
Mathematics Education ◽  
21St Century ◽  
Instructional Methods ◽  
Class Culture ◽  
Visual Tasks ◽  
Teachers And Students ◽  
Modeling Behavior ◽  
Math Class ◽  
The Impact

Rich exploratory, visual tasks foster opportunities conversations in math class. Clear mental models build the foundation for deeper conversations and foster a class culture where all voices are heard by providing opportunities to take risks and reflecting on beliefs about student ability. Teachers and students can learn the value of engaging with different perspectives. Reflecting on instruction for teachers and learning for students improves retention and understanding. A teacher's role is as facilitator and modeling behavior and communication. Professional development and frameworks are needed to adopt the competencies effectively. Researchers evaluating efficacy of rich tasks and 21st century competencies must reexamine beliefs about ability, consider the impact of societal barriers on student learning, and focus on how instruction can adapt to be more effective for all learners. More research in all of these areas is needed.

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>

Sign in / Sign up

Export Citation Format

Share Document