Systematic Review on Modern Learning Approaches, Critical Thinking Skills and Students Learning Outcomes

Abstract

The popularity of the internet for using modern and digital learning approaches replaced the old and conventional teaching methods. By applying ICT, an ideal learning environment can be created between students and teachers. The main objective of this review article is to review various dynamic approaches to learning and learning approaches to critical thinking skills and student learning outcomes. This type of research is qualitative. The current investigation was led using enlightenment strategies accumulated by library procedures, which were collected considering educational innovations, related issues, and referenced books. The study results indicate that learning approaches such as Game and Computer-Based or Mobile Based learning approaches are more effective and skilled than conventional learning approaches. Collaborative learning approaches such as Case-Based, Project-Based, and Problem Based learning approaches are very constructive for communication, learning outcomes, and analytical thinking skills. So, a practical and newly developed learning approach should be applied to student learning outcomes of high-level critical thinking and communication skills.

Kemampuan Berpikir Kritis Mahasiswa Pendidikan Geografi Pada Implementasi Case Based Learning dalam Mata Kuliah Geomorfologi Dasar

“…Kesiapan perangkat pembelajaran, Keandalan tutor pendamping, serta pengunaan metode pembelajaran diskusi turut menjadi pendorong keberhasilan CBL. Pendekatan ini sangat dinamis karena merubah konsep pengetahuan teoritis menjadi lebih aplikatif sesuai dengan realitas yang ada (McLean, 2016;Hafeez, 2021). Mahasiswa tidak saja belajar konsep abstrak melainkan terlibat langsung dalam berbagai aktivitas kelas yang memicu empati kognitif dan intelektual terdorong baik secara individu maupun tim.…”

Development and Validation of Clinical Nursing Teacher Self-Efficacy Scale and Investigation of Self-Efficacy among Clinical Nursing Teachers

“…In addition, Hou et al (2011) [21] developed a clinical nursing faculty competence inventory (CNFCI) that indicated the competencies of clinical nursing faculty, including leadership ability, problem-solving ability, educational intelligence, general teaching ability, and clinical nursing skills. The difference between our CNT-SES and these two inventories was that we have added contemporary applicable items, focus on the future development trends of the nursing profession; apply modern education technology and innovative teaching methods [30], pay attention to the development of nursing science, proficiency and ability in nursing research, participating in interdisciplinary research projects and interdisciplinary learning [31], presentation at international conferences, international foreign language ability [25], decision-making [32] and evidence-based nursing [33]. Finally, we develop the "CNT-SES" consisting of 35 items.…”

Conceptualisation, measurement and preliminary validation of learners’ problem-based learning and peer assessment strategies in a technology-enabled context

“…Consequently, few instructors are aware of how these technologies are reshaping learners' motivational goals, learning abilities and interactions. Collaborative and problem-based learning approaches, for example, have received significant scholarly attention recently, in terms of instructional design, pedagogical approach and educational technology contexts (Hafeez, 2021;Tâm, 2021). Such approaches are increasingly employed to develop higher-level critical thinking, interactive and collaborative problem-solving skills (Unal & Cakir, 2021).…”