Employability Skills: Differing Requirements and Perceptions of Regulators, Accrediting Bodies, Students, Academics and Employers for Coursework Masters Business (IT) Programs

Fraser, Kym; Richardson, Joan; Karpathiou, Vass

doi:10.18848/2327-7963/cgp/v20i02/48956

Cited by 2 publications

(1 citation statement)

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“…Meta-cognitive load activities such as online opportunities for self-monitoring, goal setting, problem-solving and self-reward were valued highly by a substantial percentage of panel members (47.1% essential and 23.5% critical). There is a strong need for active, enquiry based learning that fosters twenty-first century employability skills in graduates (Fraser et al, 2014). Quality manager for distance learning (14) agreed that in the knowledge economy, workers require high level meta-cognitive skills that allow thinking, analysing, problem-solving, research and evaluation.…”

Section: Learning Design Element 4: Meta-cognitive Loadmentioning

confidence: 99%

Exploring a Framework for Constructivist Design with the eLearning Space

Axmann¹

2021

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Learning designers and academics require ways to rapidly create eLearning courses. An alternative to time-consuming, content-heavy resources is to design authentic learning experiences that derive from constructivist design. This study aimed to investigate the optimisation of critical learning design elements that informs a constructivist instructional design approach within the Australian eLearning higher education context. A group of subject-matter experts (n = 53) from various Australian higher education institutions were purposefully selected to participate in an eDelphi expert panel. An electronic questionnaire was administered to a larger sample (n = 434). This study employed exploratory sequential design within a mixed methods approach as narrative and numerical data analysis. The Wilcoxon rank-sum test and Kruskal-Wallis process were applied to validate the perception of respondents identified for the research. The results from the study indicated that learning design elements associated with constructivist concepts such as social learning presence, learning interaction, meta-cognitive load, knowledgesharing space and knowledge construction may be conducive to the construction of knowledge. The framework presents a modality that can be implemented by instructional designers, academics and online course developers when creating complex eLearning spaces.eLearning Definition: Purposed for this Chapter Electronic learning (henceforth referred to as eLearning) can be argued to be a natural extension of distance education. In recent years, mobile technologies (e.g., tablets, mobile phones, smartphones, iPads) have become increasingly popular devices and are now also used to access the web-based modality (Strong et al., 2012). eLearning takes on various modes, such as blended learning, hybrid learning or mixed-mode education. This means that face-to-face (classroom) interaction can be blended with M. Axmann (B)

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Section: Learning Design Element 4: Meta-cognitive Loadmentioning

confidence: 99%