The Development of 21st-Century e-Learning Module Assessment Tool

Abstract

The emergence of 21st-century skills convinced educational institutions in modifying teaching styles, which lead to the introduction of blended, flipped, and personalized learning. Studies demonstrated present-day best practices, but none provided a practical assessment procedure. Thus, this study aimed to develop a tool in evaluating learning modules—the 21st-century e-Learning Module Assessment Tool. Identification of components for the instrument revealed the interrelating nature of blended, flipped, and personalized learning; hence, it considered nine components of 21st-century teaching instead of assessing the teaching styles separately. Content validity is established through expert evaluation while reliability is established through pilot testing. 21st-Century e-Learning Module Assessment Tool uses a 5-point scale to rate learning modules based on its compliance to the nine components of 21st-century teaching. The developed assessment tool is recommended to be used as standard in evaluating existing learning modules and a guide for future 21st-century learning modules.

Digital note-taking: An effective self-regulation tool in increasing academic achievement of Filipino students in a business mathematics online learning course

“…In the context of online learning, CoI presents three critical elements of a meaningful learning experience: (1) social presence, (2) teaching presence, and (3) cognitive presence (Krzyszkowska & Mavrommati, 2020). Although focused on blended instead of purely online learning, the twenty-first Century e-Learning Assessment Tool (21CELMAT) provides nine components of learning modules: (1) selfpaced learning, (2) out-of-class activities, (3) live events, (4) in-class activities, (5) collaborative activities, (6) diagnostic assessments, (7) summative assessments, (8) flexibility, and (9) personalization (Calamlam, 2021). Despite their overlapping components, each online learning framework has established its own distinct themes.…”

“…The purpose of this analysis was to statistically test the significance of differences in post-test scores between students with higher and lower SRL scores. Post-test scores were entered as the dependent variable, SRL score (higher and lower groups), and academic year (AY 2020-2021and AY 2021-2022 as independent variables. Pre-test scores were entered as a covariate.…”

Educational Mobile Games as a Tool for Increasing Vocabulary When Learning a Foreign Language

“…There is also a concept of blended learning, which involves the combination of traditional classroom learning with e-learning strategies. Research has shown that this method is more effective and provides more opportunities for the productive interaction between students and teachers (Calamlam, 2021).…”

“…Therefore, it is obvious that new learning methods need to be introduced into the curriculum; these should involve not only the improvement of traditional pedagogical practices but also the introduction of online and mobile learning technologies into the curriculum (interactive tasks, educational mobile applications and games, online lessons, etc.) (Calamlam, 2021;Hodges & Weber, 2015).…”

Perception on research methods course’s online environment and self-regulated learning during the COVID-19 pandemic

“…According to Rodriguez and Armellini (2013), there are three types of interactions that are crucial in making an online classroom a learning environment: learner–content interaction where learners engage with the learning content and tools provided in online classrooms; learner–learner interaction where learners are given opportunities to work and share ideas with their peers; and learner–teacher interaction where learners communicate with instructors who are regarded as experts in the subject they teach. In a completely online environment, instruction could be delivered through self-paced activities or live event sessions (Calamlam, 2020). Self-paced activities, commonly known as asynchronous instruction, refer to instructions that learners experience individually.…”