The 21st Century Skills in Online Multiliteracies Project Approach (eMULPA): Learners’ Reflections on their Knowledge Processes

Ali, Suraini Mohd; Harun, Haliza; Massari, Norhaili; Puteh-Behak, Fariza; Darmi, Ramiaida; Mahir, Normazla Ahmad; Selamat, Suzana; Hamid, Yurni Emilia Abd

doi:10.5901/mjss.2017.v8n1p252

Cited by 3 publications

(2 citation statements)

References 3 publications

(3 reference statements)

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“…In summary, soft skills are social abilities and individual attributes, which can also be called as twenty-first century skills by many authors, such as Kraiger [14], Gibb [8], Nealy [15], Gewertz [16], Ziegenfuss [17], Hodge and Lear [18], Suto [19], Soland et al [20], Hayes [21], Davis [22], Neubert et al [3], Su et al [13], Schooner et al [23], or Ali et al [24].…”

Section: Concept Of Intra-and Interpersonal Skillsmentioning

confidence: 99%

“…Besides, as Ali et al highlight [24], education requires the integration of relevant content, skills, and instructional support to enhance knowledge processes in line with twenty-first century employability requirements. However, authors, such as Gewertz [16], Bronson [26], Klaus [27], Mitchell et al [28], or Tan et al [29], among others, conclude that current students (future employees) do not have the set of soft skills they need to be successful in workplace.…”

Section: Soft Skills In Educational Stagesmentioning

confidence: 99%

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Traceability of Intra- and Interpersonal Skills: From Education to Labor Market

Cerezo-Narváez¹,

Ceca²,

Blanco³

2018

Human Capital and Competences in Project Management

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Both educators and employers agree there is a growing gap between competences that labor market expects from its new employees and skills they own. Literature review holds that a set of nontechnical, professional abilities and intra-and interpersonal attitudes are required to close this gap and indicates that more training of soft skills is needed to access employment and success in work life. Although these skills are theoretically included in educational stages, project management approach can be incorporated to improve students and new employees' practical curricula. The methodology consists of the critical review of the competency frameworks established by the DeSeCo and Tuning projects, confronting them against the requirements currently demanded by labor market, based on the reports of Deloitte, PwC, EY, and KPMG, to detect inconsistencies between educational and professional stages and check if project management standards, by PMI and IPMA, cover them. Compiling these weaknesses, actions can be established aimed at solving them, based on project management proposals. The incorporation of project management concepts into educational stages, especially the vision by competences, contributes to improve the employability by highlighting those transverse but essential skills that lead to versatile and successful professionals. To achieve this, it is necessary to care for human competences.

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Section: Concept Of Intra-and Interpersonal Skillsmentioning

confidence: 99%

Section: Soft Skills In Educational Stagesmentioning

confidence: 99%

Traceability of Intra- and Interpersonal Skills: From Education to Labor Market

Cerezo-Narváez¹,

Ceca²,

Blanco³

2018

Human Capital and Competences in Project Management

View full text Add to dashboard Cite

show abstract

Education 3.0 system to enhance twenty-first century skills for higher education learners in Thailand

Songkram

Chootongchai

Khlaisang

et al. 2019

Interactive Learning Environments

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First-year undergraduate biology education students’ critical thinking and self-regulation: Implementation of a metacognitive-based e-learning module

Evi,

Syafrinal,

Rahmi

et al. 2024

tused

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This study examines the improvement of first-year students’ critical thinking and self-regulation by implementing a metacognitive-based e-module. To address the challenges of learning in accordance with the demands of the higher education curriculum, metacognitive-based e-modules are required. Metacognitive strategies such as analogies, concept maps, mnemonics, and discrepant events integrated into e-modules encourage students to be more critical and independent when understanding concepts and solving problems. The study employed quasi-experimental with two groups, a study group (instructed metacognitive-based e-module) control group (conventional module). Eighty-three students as respondents were involved. The descriptive results indicate that cognitive strategies promote curiosity, facilitate understanding, and aid in long-term memory. Metacognitive-based e-modules could encourage awareness, learning activities, evaluation and interpersonal skills. There is a significant difference in students' ability to think critically and self-regulation. The metacognitive strategy using e-module was found to be stimulating, thought-provoking, and facilitating students to have critical thinking and self-regulation.

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The 21st Century Skills in Online Multiliteracies Project Approach (eMULPA): Learners’ Reflections on their Knowledge Processes

Abstract: There is a misconception that 21st century education is all about using the right online tools. However

Cited by 3 publications

References 3 publications

Traceability of Intra- and Interpersonal Skills: From Education to Labor Market

Traceability of Intra- and Interpersonal Skills: From Education to Labor Market

Education 3.0 system to enhance twenty-first century skills for higher education learners in Thailand

First-year undergraduate biology education students’ critical thinking and self-regulation: Implementation of a metacognitive-based e-learning module

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