scholarly journals Engaging Education: The Foundation for Wellbeing and Academic Achievement

2021 ◽  
pp. 441-472
Author(s):  
Mette Marie Ledertoug ◽  
Nanna Paarup
Keyword(s):  
Academic Achievement ◽  
Deep Learning ◽  
Student Motivation ◽  
Further Education ◽  
First Century ◽  
Learning Activities ◽  
Lifelong Learners ◽  
Educational Crisis ◽  
Motivation For Learning ◽  
Twenty First Century

AbstractIn a world of educational crisis, students who lack engagement and feel bored at school might not pursue further education when given opportunities to leave school. In the twenty-first century, there is a need for lifelong learners and it is therefore essential to focus on optimising education. How do we support deep learning and application of knowledge? How do we support student motivation for learning? How do we engage students in learning activities? How do we make students thrive in schools and learning activities? This chapter offers possible answers to these questions. The chapter starts by introducing important elements of learning and a framework for optimising education and engaging the students. Next, the PERMA model for optimising wellbeing for students is presented, and finally the two frameworks are combined to create thriving learners by focusing on active, involving, and engaging learning in combination with a focus on wellbeing.

Laying the foundations: designing a computing course for language students

ReCALL ◽  
1999 ◽  
Vol 11 (1) ◽  
pp. 58-64
Author(s):  
Christopher Jones
Keyword(s):  
Higher Education ◽  
Student Motivation ◽  
First Century ◽  
Transferable Skills ◽  
Sensitive Issue ◽  
Maximum Benefit ◽  
Language Students ◽  
Twenty First Century ◽  
It Skills

This paper looks at the design of a computing course for modern languages students. The goals of this course are to raise the level of IT skills with which modern languages students typically enter higher education; to ensure that students gain the maximum benefit and enjoyment from their programme of study; and to equip students with valuable transferable skills appropriate for a modern languages graduate of the twenty-first century. The rationable behind the key decisions affecting the design of the course is explained and practical suggestions for teaching the major topics are given. Particular attention is given to the sensitive issue of assessment which can have a powerful influence on student motivation.

Children’s Power for Learning in the Age of Technology

2011 ◽  
pp. 49-64 ◽  
Author(s):  
Julie McLeod ◽  
Lin Lin ◽  
Sheri Vasinda
Keyword(s):  
New Media ◽  
Power Structure ◽  
First Century ◽  
Structure Transformation ◽  
Motivation For Learning ◽  
Twenty First Century ◽  
Media And Technology

This chapter situates discussions of children’s power for learning in the context of new media and technology. We assert that for learning to take place, children must exert their own power and take initiatives in their learning; yet, the current power structure of classrooms inhibits children from exerting their power and motivation for learning. Tracing the seminal works on power, we provide examples of children’s power in learning and argue for a power structure transformation necessary in a technology-rich classroom of the twenty-first century.

E-Learning in Higher Education

2011 ◽  
pp. 3346-3358
Author(s):  
Dirk Morrison
Keyword(s):  
Higher Education ◽  
Deep Learning ◽  
Thinking Skills ◽  
First Century ◽  
Institutions Of Higher Education ◽  
E Learning ◽  
Twenty First Century

This chapter discusses the imperative prerequisite to the effective adoption of e-learning by institutions of higher education, namely, the adoption of new pedagogical perspectives and methods. It examines the purposes and goals of higher education, some grounded in tradition, others born of contemporary demands. By focusing on thinking skills, deep learning, and mature outcomes, the author underscores the need for such pedagogical foci to be integrated into the very fabric of higher education’s adoption of e-learning. The hoped for outcome of such a consideration is a transformed institution, enabled to meet the demands of learners and society in the twenty-first century.

scholarly journals Gamification and active learning in higher education: is it possible to match digital society, academia and students' interests?

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Luis R. Murillo-Zamorano ◽  
José Ángel López Sánchez ◽  
Ana Luisa Godoy-Caballero ◽  
Carmen Bueno Muñoz
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Active Learning ◽  
Value Creation ◽  
Learning Process ◽  
First Century ◽  
Skills Development ◽  
Digital Society ◽  
Twenty First Century ◽  
Achievement Standards

AbstractThis study aims to examine whether it is possible to match digital society, academia and students interests in higher education by testing to what extent the introduction of gamification into active learning setups affects the skills development demanded by the workplace of the digital society of the twenty-first century, the academic achievement standards claimed by the academia, and the satisfaction with the learning process required by the students. Our results provide statistically significant empirical evidence, concluding that the generation of a co-creative and empowered gameful experience that supports students' overall value creation yields to satisfactory active learning setups without any loss of academic achievement, and allowing to develop a series of skills especially relevant for twenty-first century professionals.

scholarly journals The Competence-Based and Ethical Platform for Communication in Modern Education

2020 ◽  
Author(s):  
Irina Vorontsova
Keyword(s):  
Information Literacy ◽  
Intercultural Competence ◽  
Online Communication ◽  
Further Education ◽  
First Century ◽  
Foreign Languages ◽  
Information Culture ◽  
New Literacy ◽  
Key Skills ◽  
Twenty First Century

The vibrant dynamics of the educational realm are interfused by polylingual and polycultural flows and it is important to define and model new competencies in       the opening decades of the third millennium. This article offers a survey of key competencies united by the concept of ”new  literacy”,  or a form of post literacy    that is designed to help students succeed in the information culture and education sphere of the twenty-first century. These include training in: educational and cognitive competence, laying the groundwork for further education with the help of foreign languages; existential competence, which content are Soft Skills vs. Hard Skills; competence of social interaction; intercultural competence; information ethics, modeling a certain image of behavior in online communication; and information literacy. Media education is viewed as a tool for the formation of general cultural competence. This article accentuates the key function of foreign language in modeling the key skills of the twenty-first century, where the language is positioned as a mandate into other cultures and other pictures of life. Teaching foreign languages draws on the competence-based approach, emphasizing digital citizenship,and increasing the share of autonomous learning activities in the paradigm of mobility, interactivity and edutainment. Keywords: information culture and education, multimodal media and information literacy, teacher’s mission, transdisciplinarity

E-Learning in Higher Education

2011 ◽  
pp. 104-120 ◽  
Author(s):  
Dirk Morrison
Keyword(s):  
Higher Education ◽  
Deep Learning ◽  
Thinking Skills ◽  
First Century ◽  
Institutions Of Higher Education ◽  
E Learning ◽  
Twenty First Century

This chapter discusses the imperative prerequisite to the effective adoption of e-learning by institutions of higher education, namely, the adoption of new pedagogical perspectives and methods. It examines the purposes and goals of higher education, some grounded in tradition, others born of contemporary demands. By focusing on thinking skills, deep learning, and mature outcomes, the author underscores the need for such pedagogical foci to be integrated into the very fabric of higher education’s adoption of e-learning. The hoped for outcome of such a consideration is a transformed institution, enabled to meet the demands of learners and society in the twenty-first century.

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