This meta-analysis examines the effectiveness of technology employed in language-related blendedlearning research by summarizing the outcomes of the measured dependent variables of 59 samples. The effect sizes yielded from the samples were acquired by applying Cohen's (1988; d formula. The estimation was done using the standardized mean difference score, divided by the standard deviation pooled across the treatment and control groups. The findings denote that there is an overall effectiveness to blended-learning; however, the disparity of the effect sizes found implies that the effectiveness is contingent and reliant to the context and how technology is applied. There were also instances of negative effect sizes, suggesting hidden factors that adversely altered the outcomes of the technological intervention. The review also discovered that there is a pattern for performance to be used predominantly as the dependent variable in assessing the effectiveness of the technology. Nevertheless, this should not limit the use of performance as the only measure. Other dependent variables, such as motivation and attitudes, warrant consideration as indicators for measuring the efficacy of a blended-learning intervention.

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 Abstract-Collaborative learning induces participation and involvement amongst learner. However, the distribution of tasks within a collaborative environment may lead to unequal contributions of shared roles and responsibilities due to the common perils in the case of social loafing or domineering learners. Current trends in the area of collaborative learning have established an array of approaches designed to constitute a sense of accountability and relations of constructive interdependence amongst learners. For this study, these two philosophies and concepts have been synthesized to determine the efficacy of online peer assessment within a collaborative learning environment. With the institution of accountability and relations of constructive interdependence amongst learners, it is assumed that the assessment process may diminish and eradicate learners ensuing marks from collective effort, whilst with learners executing their evaluations individually, sense of dominance is dubious to the context. By employing blended learning approach, this study leverages on the integration of technology to determine the viability of Facebook and online peer assessment's integration for an English Critical and Creative Writing class. Research instruments comprised of a survey questionnaire to probe on the learners' attitudes and perceptions towards social loafing, online peer assessment, and collaborative learning environment as well as an online peer assessment designed via Facebook. The results of the study advocate the incorporation of online peer assessment and collaborative learning environment in which learners can benefit from these nifty instructional strategies and substantially enhance students' interest and motivation.

Today, the shift toward technology industries has made the applicable skills in high demand in the workforce. However, job training and education in general have not changed enough to keep up with the on-going trends. Concerns over the skills gap in our global workforce have exploded. In response to the demands of labor market and to close the skills gap, educational institution should focus on supporting skill development to cultivate the competencies that students need, making education in twenty-first century skills essential to prepare the students for the new and unknown in this fast-changing world of technology. This research aims to investigate the importance of twenty-first century skills for the employability of undergraduate students. The findings indicate that twenty-first century skills are the needed employability attributes, which transcend beyond qualifications and experience, that employers are looking for. It is also discovered from this study that the most effective way to attain twenty-first century skill is to focus on integrating twenty-first century knowledge and skills into the education support systems for our nation to realize its goal of successfully meeting the challenge of the twenty-first century.

Emergence of Internet connected devices and globalization in education has paved way for the new discoveries in the 21st Century Learning. In current classrooms, the students use various instructional technologies to synthesis new knowledge, collaborate with peers, critically solve problems, and make valid decisions to shine in the current, complex and globalized community. Due to the advancement in the technology, it is not an easy task to meet sustainability in education as identifying and deploying the proper tool as an educational and instructional tool is time-consuming and requires validation before it is widely implemented in the Higher Education Institution (HEI). Furthermore, the students from the 21 st Century are technology driven and have new approaches to learning. In response to these changes, this research aims to assess the 4Cs in the 21st Learning Skills using Padlet, an online virtual bulletin board that is gaining wide popularity in many Higher Education Institution. The 4Cs consist of creativity, critical thinking, collaboration and communication. A total of 31 undergraduate students from a Private Higher Education Institution (PHEI) participated in this case study. The results of the study indicated that the assessment via Padlet efficiently assessed the 4C's for the Computing module offered to the undergraduate students. The findings offer evidence that the virtual bulletin board promotes creativity and collaborative learning in classroom and optimizes the classroom performance.