Development of a Collaborative Skills Training Program Utilizing ICT for 21th-Century Students
PROCEEDINGS
Nagayuki Saito, Ochanomizu University / Business Breakthrough University, Japan
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Kona, Hawaii, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
Research into “21st-century skills” has emphasized collaborative skills as a requirement for success in our future society. This study investigated the development of educational programs designed to foster collaborative skills among students and analyzed students’ self-efficacy for training. The analysis showed that students’ self-efficacy was higher in “Collaborative Skills” than in other areas. On the other hand, Logical-thinking Skills and Relationship-building Skills maintained low scores. These findings suggest that students followed a learning process in which they had to recognize collaborative behavior as an early step, and this behavior was re-recognized by the reaction of other students as the next step. Therefore, it is suggested that educators incorporate opportunities to recognize successful experiences through relationships with other students into the learning process.
Citation
Saito, N. (2015). Development of a Collaborative Skills Training Program Utilizing ICT for 21th-Century Students. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 706-711). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 9, 2019 from https://www.learntechlib.org/primary/p/152083/.
© 2015 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Balanskat, A., Blamire, R., & Kefala, S. (2006). The ICT Impact Report: A review of studies of ICT impact on schools in Europe. European Schoolnet. Retrieved from http://portaldoprofessor.mec.gov.br/storage/materiais/0000012853.pdf
- Branson, R.K. (1990). Issues in the design of schooling: Changing the paradigm. Educational Technology, 30 (4), 710.
- Collins, A., Brown, J.S., & Newman, S.E. (1989). Cognitive apprenticeship: teaching the craft of reading, writing and mathematics. In L.B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, N.J.: Lawrence Erlbaum Associates.
- Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
- Ministry of Internal Affairs and Communications. (2011). “Future School Promotion Research Society” to be opened (MIC Press Release-Telecom). Retrieved from http://www.soumu.go.jp/main_sosiki/joho_tsusin/eng/Releases/Telecommunications/110720_a.html
- Saito, N., & Tamaki, K. (2011). Groupwork niyoru kyoudou communication nouryoku ikusei program no kaihatu jishi to hyouka ni kansuru chousa kenkyu houkokusyo (in Japanese). Peer Support-Net Shibuya, Tokyo.
- Spencer, L., & Spencer, S. (1993). Competence at work. New Jersey: John Wiley& Sons, Inc.
- Toffler, A. (1980). The third wave. New York: Bantam Books.
- Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco: Jossey-Bass.
- Vygotsky, L.S. (1987). Thinking and speech. New York: Plenum. Acknowledgements This study could not have been completed without the cooperation of Peer Support-Net Shibuya, Tokyo and Aoyama Gakuin Human Innovation Consulting Inc, Tokyo. I take this opportunity to thank them both. This research was partially supported by the Ministry of Education, Science, Sports and Culture, Grant-inAid for Scientific Research (C), 2014-2016 (26330389, Nagayuki Saito).
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References