Design for now, but with the future in mind: a “cognitive flexibility theory” perspective on online learning through the lens of MOOCs

Hu, Ying; Spiro, Rand J.

doi:10.1007/s11423-020-09920-z

Cited by 8 publications

(5 citation statements)

References 6 publications

(18 reference statements)

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“…Design for now, but with the future in mind: a "cognitive flexibility theory" perspective on online learning through the lens of MOOCs (Hu and Spiro, 2021) This article shows the need for such a reframing is a tenet of cognitive flexibility theory (CFT) and the value of diverse perspectives afforded by the MOOCocracy culture. It also discusses how a CFT-based epistemic stance may further inform MOOCs' future design and practice and, similarly, online learning in general.…”

Section: A16mentioning

confidence: 99%

Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review

2022

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Responsive educational proposals to develop skills to meet the demands of Industry 4.0 have become imperative to guarantee inclusive, equitable, and quality education and promote lifelong learning opportunities for all, also reducing the negative impact of COVID-19 and the major post-pandemic social issues. This article analyzes which components of Education 4.0 have been considered in 21st century skills frameworks and identifies the teaching and learning methods and key stakeholders impacted. We conducted a systematic literature review (SLR) with research questions to highlight studies that address 21st century frameworks worldwide, identifying which teaching–earning strategies contain 4.0 components, their learning dimensions, and the targeted stakeholders. The findings allowed us to identify opportunities to create or improve 21st century skills frameworks with the required Education 4.0 components to develop future skills. Our study revealed the absence of these frameworks for teachers and schools. Most are oriented toward students, developing competencies through the dimensions of character, meta-learning, and linking active learning teaching strategies. This work presents studies incorporating innovative educational practices and the core Education 4.0 components. It concludes with a reflection on creating educational models to develop complex-reasoning competencies and auto-systemic thinking to support problem-solving and address social needs.

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Section: A16mentioning

confidence: 99%

Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review

2022

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“…In pedagogical practice, many teachers face problems of constructive interaction with participants in the educational process. Lack competence in this area can lead to a decreased quality of educational activities, misunderstandings and conflicts on the part of parents and colleagues (Hu & Spiro, 2021;González-Pérez & Ramírez-Montoya, 2022).…”

Section: -Relevancementioning

confidence: 99%

Building Pedagogical Partnership Competence Among Primary School Teachers

Melenets,

Savchenko,

Kravchuk

et al. 2023

RDLUZ

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Purpose. The objective of the study was to determine the pedagogical association competence and the methods for its development among primary school teachers. methods. In the investigation, the methods of survey by questionnaire, observation and evaluation of experts were applied. The methods of mathematical statistics were also used to process the results of the data obtained. Results. The general analysis of the research results shows that the majority of primary school teachers have a work experience of 5 to 10 years (35%) and 10 to 15 years (20%). Regarding the pedagogical collaboration with parents, 60% of teachers are involved in it, while 40% are not. However, 70% of teachers involve parents in solving issues related to the education and upbringing of students. conclusions. The study showed that the proposed curriculum was effective in building the pedagogical association competence. Most of the teachers had more than 5 years of work experience, so they had already gained enough experience in upskilling and developing pedagogical partnership strategies. However, according to the results of the work, the proposed training program is highly effective. Perspectives. Future research should focus on studying the effectiveness of the main methods of pedagogical interaction.

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“…European Framework of Reference (CEFR) to enhance the implementation and outcome of university language courses, deep seated issues continue to leave a trail of shortcomings in the outcomes and abilities of university graduates in terms of language and communication (Ahmad et.al, 2019). One crucial factor in ensuring successful education is the understanding of the mindset of the learners when designing an online learning approach to teaching and learning inclusive of testing (Hu & Spiro, 2021). This is to ensure the system to be developed caters to learners' needs as well as to their interests.…”

Section: Albeit the Presence Of Educational Quality Initiatives Like ...mentioning

confidence: 99%

A Preliminary Study on New Undergraduates’ Experience of Undertaking Online Assessments for English Post Covid-19 Pandemic

Ahmad,

Ismail,

Ab Rahim

et al. 2023

DECA

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This initial study set out to investigate university freshmen’s feedback on their online assessment experience using the university’s learning management system in their English Language course which was conducted online. The objectives of this study were to investigate a) the learners’ perception on their overall online assessment experience for a language course using the university’s LMS, b) the learners’ experience in completing a writing assessment and c) the learners’ experience in completing a listening assessment. This basic mix-method study investigated 27 English Language learners of a public university in Malaysia attending Level 1 English proficiency course. A questionnaire containing 17 items using 5-points Likert-type scale was administered to measure their general online experience and their writing and listening assessment experience using the university LMS. This was followed by a round semi-structured interviews to probe further reasons behind their perception and experience. The study found that the freshmen expressed positive perception towards their overall online language assessment experience. They also indicated positive feedback for their experience in taking online writing and listening assessments Through the interviews the students highlighted that they are able to familiarize themselves and adapt faster by drawing on their previous experience during online learning at home during Covid-19 pandemic for their high school studies. They learnt to be patient and not panicky whenever there is any technical glitch which they had faced quite a lot during the pandemic. This shows that the students have developed certain level of literacy and digital education competency.

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Design for now, but with the future in mind: a “cognitive flexibility theory” perspective on online learning through the lens of MOOCs

Cited by 8 publications

References 6 publications

Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review

Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review

Building Pedagogical Partnership Competence Among Primary School Teachers

A Preliminary Study on New Undergraduates’ Experience of Undertaking Online Assessments for English Post Covid-19 Pandemic

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