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To what extent does education prepare students for the 21st century to become self-regulated, future proofed students, using networked, technological environments.

Research output: Working paper

Unpublished
  • Colette Mazzola
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Abstract

Students are graduating with the specific technical skills to complete a job role. However, research suggests there is a lack of focus on students developing self-regulated learning behaviours to prepare them for lifelong learning.
The conundrum of self-regulated networked learning behaviors is perplexed and convoluted this paper brings together a wide range of literature and the collation of primary research to provide a potential solution to ensuring students firstly learn how to improve their self-regulated behaviours using reflection. In addition, the use of a technological platform clearly supported students teaching themselves and their peers, with the use of directed reflection.
This study included participants that were from a level 4 cohort, learning as part of their second semester module “Scripting Fundamentals”. The module delivery was changed to incorporate a student led collaborative problem based learning approach using Microsoft Teams as a communication platform and structured reflection. Technology-enhanced learning is not a one-size-fits-all approach and needs to be contextualised to each curriculum.
The results of this study indicate that students felt more confident, positive, and developed their learning exclaiming that they were building 21st century skills. Based on this research, a framework was created that includes the 5C’s - collaboration, creativity, critical thinking, communication and connectedness.
To prosper in the 21st century, students need more than knowledge, they need the ability to collaborate, communicate and problem-solve (World Economic Forum, 2016 p.4).