325 research outputs found
Human Capital for Quality Infrastructure Development in South Africa: A Project-Based Pedagogical Analysis
ââŹĹTraditional/skills-based teaching doesnââŹâ˘t meet the demands of our 21 st centuryâ⏠-Garelick, 2012. The widespread effects of globalisation and new technologies demand rethinking of knowledge creation and labour force preparedness for 21st century development. The rise of a knowledge-based economy and information society requires public managers with human capital sufficient to fulfil developmental challenges. The demand for quality infrastructure in South Africa exceeds existing proficiency of human capital. The 21st century and South AfricaââŹâ˘s post 1994 challenges including infrastructure development demand a new generation of public managers and administrators equipped with acuity and negotiation outlooks, communication and problem-solving skills, research and analytical abilities, and cognitive capacity enabling them to promote, influence, and monitor project development and management in a substantially globalized world. From a pedagogical standpoint, while knowledge creation and innovative teaching strategies are arguably drivers of a labour force that meet challenge of development, the authors of this conceptual analytical article contend that traditional approaches of teaching project management in South African higher education institutions (HEIs) fail to adequately prepare students to manage ââŹËreal-world projectsââŹâ˘ that foster growth and development. Rather, projectbased learning (PjBL) offers a strategic way forward to fill project management skills gap and project management knowledge deficit in the public sector, which should be subject to the recommended research agenda
What are E-ssential skills?:A multimethod approach to 21st-century digital skills within the creative industries
AN EXPLORATION OF ENGLISH LANGUAGE TEACHER EDUCATORSâ COGNITIONS AND PRACTICES IN RELATION TO THE PEDAGOGICAL PURPOSES AND EFFICACIES OF 21ST-CENTURY DIGITAL TECHNOLOGIES
This multiple case study investigates English language (EL) teacher educatorsâ cognitions and practices related to pedagogical technology integration. The focus concerns five native-English speaking teacher educators (TEs) within a teaching English to speakers of other languages (TESOL) training program at a South Korean university. The goal was to determine 1) TESOL-TEsâ cognitions regarding the pedagogical purposes and efficacies of 21stâcentury digital technologies, 2) TESOL-TEsâ uses of such technologies in their practice, and 3) factors related to TESOL-TEsâ decisions of whether and how to integrate technologies into their praxis.
Data collected over twenty weeks in 2013 included four rounds of semi-structured interviews and two sets of classroom observations for each of the five focal participants, interviews with program administrators, written reflections, field notes, photographs, and document review. Data were coded using Kingâs (2004) template analysis method. Categories were based on constructs from the technological, pedagogical, and content knowledge (TPACK) framework (Mishra and Koehler, 2006) and the Unified Theory of Acceptance and Use of Technology (UTAUT, Venkatesh et al., 2003) and UTAUT 2 (Venkatesh et al., 2012).
The focal participants displayed high levels of TPACK and used Web 2.0 applications extensively to facilitate interactions in their roles as teacher educators. It was found that UTAUT factors guided TEsâ decisions and use behaviour to varying degrees, but that the mediating factor of age did not relate to TEsâ decisions in the manner predicted by the UTAUT. TEsâ cognitions both coincided with and diverged from their practices.
This study contributes to research gaps on the roles, cognitions, and technology-related practices of TESOL-TEs in South Korea. Research on TEs in different contexts is recommended to gain further insights into the connections among these factors. TESOL program administrators and TEs will particularly benefit from the light shed on teacher educator cognitions and practices in this study.
A Conceptual Framework for Integrating TPB With Context-Relevant Variables to Predict e-Learning Success During the Covid -19 Pandemic
State of the World's Volunteerism Report: Universal Values for Global Well-being
The focus of this report is on the universal values that motivate people the world over to volunteer for the common good and on the impact of volunteer action on societies and individuals. The authors advocate the power of volunteering to promote cooperation, encourage participation and contribute to the well-being of individuals and of society as a whole
E-Learning and Digital Education in the Twenty-First Century
E-learning and digital education approaches are evolving and changing the landscape of teaching and learning at all levels of education throughout the world. Innovation of emerging learning technologies is assisting e-learning and digital education to meet the needs of the 21st century. Due to the digital transformation of everyday practice, the process of learning and education has become more self-paced and accessible at any time from anywhere. The new generations of digital natives are growing up with a set of skills through their engagement with the digital world. In this context, this book includes a collection of chapters to facilitate continuous improvements including flexibility and accessibility in e-learning and digital education by exploring the challenges and opportunities of innovative approaches through the lenses of current theories, policies, and practices
A Conceptual Framework for Integrating TPB With Context-Relevant Variables to Predict e-Learning Success During the Covid -19 Pandemic
The COVID-19 pandemic has necessitated the digitalization of some aspects of our lives including education. However, as we witness a phenomenal rise in the demand for online learning, the decision to migrate to online learning platforms is dependent on the learnerâs preparedness to embrace it. The objective of this study is to conceptualize a framework that measures the tendency of learners to adopt online learning in an era characterised by so many disruptions. To do this, we adopt document analysis on databases such as SCOPUS, Web of Science, EBSCO and Google Scholar using Boolean search engines; AND, OR, NOT, *, (), ââââ, +, -, <,>. mainly on current scientific manuscripts through the use of the keywords âe-learningâ, âtheory of planned behaviourâ, âCovid 19â, âdistance learningâ, âenvironmental factorsâ and âacademic technology adoptionâ. Subsequently, we integrate the theory of planned behaviour with other context-relevant variables as the bases of the study, and conceptualise a framework to predict e-learning success in the covid-19 era. This study contributes to the scientific body of knowledge on e-learning, particularly from the perspective of a forced mass adoption of e-learning occasioned by a global pandemic.</p
A Conceptual Framework for Integrating TPB With Context-Relevant Variables to Predict e-Learning Success During the Covid -19 Pandemic
The COVID-19 pandemic has necessitated the digitalization of some aspects of our lives including education. However, as we witness a phenomenal rise in the demand for online learning, the decision to migrate to online learning platforms is dependent on the learnerâs preparedness to embrace it. The objective of this study is to conceptualize a framework that measures the tendency of learners to adopt online learning in an era characterised by so many disruptions. To do this, we adopt document analysis on databases such as SCOPUS, Web of Science, EBSCO and Google Scholar using Boolean search engines; AND, OR, NOT, *, (), ââââ, +, -, <,>. mainly on current scientific manuscripts through the use of the keywords âe-learningâ, âtheory of planned behaviourâ, âCovid 19â, âdistance learningâ, âenvironmental factorsâ and âacademic technology adoptionâ. Subsequently, we integrate the theory of planned behaviour with other context-relevant variables as the bases of the study, and conceptualise a framework to predict e-learning success in the covid-19 era. This study contributes to the scientific body of knowledge on e-learning, particularly from the perspective of a forced mass adoption of e-learning occasioned by a global pandemic
- âŚ