Examining the 21st century skillset perceptions of academy and comprehensive school students

Fletcher, Edward C.; Tan, Tony Xing

doi:10.1016/j.tsc.2021.100817

Cited by 7 publications

(2 citation statements)

References 16 publications

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“…Today's globalization has brought changes to people's lives as a whole, especially in higher education. 21st-century education faces complex challenges and evolving personal needs [1]. The current focus of 21st-century skills includes creativity, critical thinking, communication, and collaboration, which are called 4C [2].…”

Section: Introductionmentioning

confidence: 99%

Constructivist Computer-Based Instruction (CBI) Approach: A CBI Flipped Learning Integrated Problem Based and Case Method (PBL-cflip) in Clinical Refraction Course

et al. 2023

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Based on the preliminary study conducted, it was revealed that critical thinking skills, creativity, and student learning outcomes were low in clinical refraction courses. Whereas in 21st-century learning, students must master the skills of critical thinking, communication, collaboration, and creativity (4Cs) as recommended. Because of this phenomenon, it is critical to use the appropriate learning approach; one solution offered is CBI Flipped Learning Integrated Problem-Based and Case Method (PBL-cflip). The purpose of this study is to describe the effectiveness of the CBI Flipped Learning Integrated Problem Based and Case Method (PBL-cflip) in improving student learning outcomes in clinical refraction courses. This research is quantitative, using a quasi-experimental method. Participants in this study were 61 vocational education students who took the clinical refraction course. The results showed an increase in students' critical thinking, collaboration, communication, and creativity skills, which helped them achieve the expected learning outcomes. It can be concluded that this PBL-cflip is very useful for students to understand and solve cases in clinical refraction courses and can create an interesting learning atmosphere according to student interests, making students more enthusiastic about participating in learning. The novelty of this study is the use of problem-based CBI, which is implemented in a flipped, whereas previous studies have not focused on implementing problem-based in a flipped manner

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Section: Introductionmentioning

confidence: 99%

Constructivist Computer-Based Instruction (CBI) Approach: A CBI Flipped Learning Integrated Problem Based and Case Method (PBL-cflip) in Clinical Refraction Course

et al. 2023

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“…Several previous studies that had been conducted discussed the hidden curriculum as a set of implications for knowledge, values, behavioral norms, and attitudes that the learner implicitly and empirically acquires during educational processes (Hibbert & Wright, 2023;Nahardani et al, 2021;Sarikhani et al, 2020). Based on the results of previous research, it can be said that HC is a tool that should be utilized in the development of skills and competencies in students, and furthermore aids in the development of social and emotional learning (Fletcher & Tan, 2021;Kerkhoff & Cloud, 2020;Mróz et al, 2020;Peng et al, 2014). Therefore, through this research, the researcher wants to know more about the extent of lecturers' knowledge of HC, as well as their ability to manipulate HC in order to create a positive classroom and school environment.…”

Section: Introductionmentioning

confidence: 99%

Scrutinizing the Awareness of Hidden Curriculum: Connecting Lecturers to Themselves, Students, and Non-Engineering Study Programs

Ardiansyah,

Risnawati,

Zakaria

et al. 2023

j. pendidik. indonesia.

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The hidden curriculum plays a crucial role in the entire teaching process, and there is no doubt about that. It possesses the irreplaceable value and function of explicit curriculum. Therefore, teaching at a college should pay attention to utilizing hidden curriculum. On the basis of fully understanding the characteristics and functions of the hidden curriculum, this study analyze the understanding of the hidden curriculum, interviewed selected lecturers to probe deeper regarding how they use the hidden curriculum and made observations notes on classroom environments and interactions. A mixed-method approach is used in this study. Purposive sampling was used to select 100 non-engineering lecturers in State Polytechnic of Sriwijaya for the statistical society. To collect information, survey, interview, and observation were applied. The findings showed that the majority of lecturers had knowledge of the hidden curriculum and utilized it to improve their classroom through body language, tone of voice, physical classroom changes, setting and maintaining expectations and norms, and reflecting upon their teaching. It was also found that all departments brought their mission statements and ethos to life.. A further contribution of the study is to provide a deeper understanding of the hidden curriculum enacted in private higher education, as well as what lecturers experience the hidden curriculum to be like. A better understanding of hidden curriculum is necessary to improve its use in higher education.

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Implementation matters: a comparison study of career academy and comprehensive high school students’ engagement in college and career readiness activities

Fletcher

Tan

2022

Educational Studies

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Examining the 21st century skillset perceptions of academy and comprehensive school students

Cited by 7 publications

References 16 publications

Constructivist Computer-Based Instruction (CBI) Approach: A CBI Flipped Learning Integrated Problem Based and Case Method (PBL-cflip) in Clinical Refraction Course

Constructivist Computer-Based Instruction (CBI) Approach: A CBI Flipped Learning Integrated Problem Based and Case Method (PBL-cflip) in Clinical Refraction Course

Scrutinizing the Awareness of Hidden Curriculum: Connecting Lecturers to Themselves, Students, and Non-Engineering Study Programs

Implementation matters: a comparison study of career academy and comprehensive high school students’ engagement in college and career readiness activities

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