Pedagogical Orientation in the Fourth Industrial Revolution

Abstract

Redesigning higher education is one of the most widely discussed topics among educators, parents, and other community stakeholders. This is due to the current developments in digital technologies and onset of the fourth industrial revolution which is set to alter the way people live and work. This chapter suggests the implementation of the flipped classroom model as an appropriate approach for equipping students with creative abilities, problem solving skills, thinking skills, and lifelong learning skills. Eight in-service teachers pursuing a postgraduate course on a part-time basis participated in a qualitative study. The study was conducted using asynchronous virtual focus group dialogue sessions. The study addressed three main questions: 1) why they adopted a flipped classroom model, 2) how they implemented it, and 3) what fourth industrial revolution skills were developed using this model. On the whole, this approach created an active and collaborative environment which enabled students to demonstrate their creativity and problem solving skills needed for future careers.

The role of pre-class asynchronous online video lectures in flipped-class instruction: Identifying students perceived need satisfaction

“…The employment of traditional chalk and talk lectures are now been replaced by some sort of digital technology such as online asynchronous video lectures and other means of innovative instructional pedagogies (Hasse, 2019). Flipped learning instruction with online asynchronous video-recorded lectures is one of those alternatives implemented in current teaching and learning practices or contemporary industry 4.0 era (Yusuf & Nur, 2019). Bergmann and Sams (2012) claim that the flipped classroom instruction has become a new culture of learning, which has extensively been researched and adopted by many higher education institutions worldwide.…”

The Role of Partnerships in Preparing Open Distance E-Learning in South Africa for the 4IR: A Case Study

“…Regarding collaboration with peers, one participant wrote: 'I will definitely be considering collaborations with fellow students in future,' and another stated: 'The course creates awareness of existing research opportunities and possible peers' collaborations and created interaction opportunities with other senior scholars in the field of ODeL I was exposed to in this course.' This finding is supported by Oke and Fernandes (2020) as well as Yusuf and Busthami Nur (2019), who point out the importance of collaboration and teamwork as skills needed for the 4IR.…”

Education and the Fourth Industrial Revolution: Lessons from COVID-19

“…The features of 4IR include "cyber-physical systems, big data, automation, data exchanges, cloud, robots, artificial intelligence and IoT, and (semi-) autonomous industrial techniques" [13]. A consequence of 4IR is "the blurring of technology into every part of our lives," which "is becoming the norm" [14] and is "crashing into our personal and professional lives like a ton of bricks" [15]. It is clear that 4IR is having significant effects on educational processes [16].…”