Mozhgan Laal

Bio: Mozhgan Laal is an academic researcher. The author has contributed to research in topics: Collaborative learning & Team learning. The author has an hindex of 4, co-authored 4 publications receiving 255 citations.

The Futures of Learning 3 : what kind of pedagogies for the 21st century?

Abstract: Since the emergence of a global movement that calls for a new model of learning for the twentyfirst century, it has been argued that formal education must be transformed to enable new forms of learning that are needed to tackle complex global challenges. Literature on this topic offers compelling arguments for transforming pedagogy to better support acquisition of twenty-first century skills. However, the question of how best to teach these skills is largely overlooked. Experts recognize that the ‘transmission’ or lecture model is highly ineffective for teaching twenty-first century competencies and skills, yet widespread use of this model continues. In spite of worldwide agreement that learners need skills such as critical thinking and the ability to communicate effectively, innovate, and solve problems through negotiation and collaboration, pedagogy has seldom adapted to address these challenges. Rethinking pedagogy for the twenty-first century is as crucial as identifying the new competencies that today’s learners need to develop. This paper, the third and last in a series on the Futures of Learning, explores pedagogies and learning environments that may contribute to the development and mastery of twenty-first century competencies and skills, and advance the quality of learning. 1 This paper was prepared for UNESCO when the author was a Fulbright Scholar at the National University of Ireland. EDUCATION RESEARCH AND FORESIGHT • WORKING PAPERS 2 PREPARING LEARNERS FOR TWENTY-FIRST CENTURY COMPETENCIES AND SKILLS Rethinking pedagogy for the twenty-first century is as crucial as identifying the new competencies that today’s learners need to develop. Traditional approaches emphasizing memorization or the application of simple procedures will not advance learners’ critical thinking skills or autonomy. To develop the higher-order skills they now need, individuals must engage in meaningful enquiry-based learning that has genuine value and relevance for them personally and their communities. Real-world experiences merged with sustained engagement and collaboration offer opportunities for learners to construct and organize knowledge; engage in detailed research, enquiry, writing and analysis; and communicate effectively to audiences (Barron and Darling-Hammond, 2008). How can teachers and educators best support learners develop essential skills for the twenty first century? People learn in a variety of ways, so the challenge for teachers is to discover which approaches help them learn most effectively. Until a teacher becomes familiar with a learner’s individual strengths and needs, it is difficult to know which learning methods and pedagogy will have a positive impact on that person. Nevertheless, research suggests that some forms of pedagogy are consistently more successful than others in helping students acquire a deeper understanding of twentyfirst century skills. Pedagogies that support deeper learning include personalized learning strategies, collaborative learning and informal learning (Gijsbers and van Schoonhoven, 2012; Leadbeater, 2008; Learnovation, 2009; Redecker and Punie,

The Futures of Learning 2 : What Kind of Learning for the 21st Century?

Abstract: The past two decades have seen the emergence of a global movement that calls for a new model of learning for the twenty-first century. There is now a significant body of literature focusing mainly on three topics – motivations for a new model of learning, the specific competencies and skills needed to function effectively in the twenty-first century, and the pedagogy required to stimulate those capabilities. This is the second in a series of three papers based on a comprehensive review of the literature. It addresses the competencies and skills that are deemed necessary for today’s societies. While it is generally accepted that formal education must be transformed to enable the new forms of learning needed to tackle the complex global challenges ahead, there is no single prescribed approach to educating young people for the twenty-first century. Multiple sources have identified a variety of competencies and skills that warrant consideration, most of which are absent from current learning processes. Growing concern about potential economic and global crises ahead are leading many to question whether today’s learners possess the combination of critical thinking, creativity, and collaborative and communication skills, necessary to tackle the unexpected developments they will face. This paper explores these skills in depth and highlights several key elements for learning in the twenty-first century including personalization, collaboration, communication, informal learning, productivity and content creation. It also underlines the importance to the twenty-first century workplace of personal skills such as initiative, resilience, responsibility, risk-taking and creativity; social skills such as teamwork, networking, empathy and compassion; and learning skills such as managing, organizing, meta-cognitive skills and ‘failing forward’. 1 This paper was prepared for UNESCO when the author was a Fulbright Scholar at the National University of Ireland. EDUCATION RESEARCH AND FORESIGHT • WORKING PAPERS 2

Social Constructivist Teaching Strategies in the Small Group Classroom

Abstract: The purpose of this article is to describe a series of techniques for teaching students about groups. Vygotsky’s social constructivism is used as a theoretical framework to understand the ways that students acquire knowledge about groups. After a brief discussion of this framework, we turn to a discussion of five specific pedagogical techniques for teaching small group and teamwork principles. These techniques include (a) carefully assigning group membership, (b) using a grading structure that incorporates individual, group, and peer evaluation assessment, (c) testing students individually and in groups, (d) asking students to write two papers that require an analysis and synthesis of both readings and observations, and (e) requiring a comprehensive service learning project from students that requires their collaboration for successful completion. The last portion of the article describes the challenges of using each of these techniques and the typical results of their application.

Students' Satisfaction with Online Learning Experiences During the COVID-19 Pandemic

Abstract: This research aims to evaluate the level of postsecondary student satisfaction with online learning platforms and learning experiences during the novel coronavirus COVID-19 pandemic in the Kingdom of Saudi Arabia (KSA). This paper is based on the premise of transformative learning theories [1], which describe the learners’ authority and investment over their learning. Quantitative research was carried out using a survey that was sent out to 283 students enrolled at one higher education institution in KSA. These data were analyzed using SPSS. Average Mean Score (AMS) was used for data analysis, where the results are validated using the Standard Deviation (SD), Skewness and Kurtosis test, and Cronbach Alpha test. The research findings revealed that the students are satisfied with the university staff and faculty members who agreed on specific online platforms to use, grading system, assessment options, training workshops, online technical support, and more. The research findings also showed that participants were highly satisfied with Google Hangouts the most for lecture delivery, followed by Google Classroom and LMS (Moodle) for course management and assessments. With only respect to the students’ online learning experiences, the COVID-19 situation within this study context was handled adequately. This study calls for further research into the integration of professional development workshops and practical training courses for online learning and teaching to endorse innovative teaching techniques and alternative assessment plans for instructors, learners, administrators, and policymakers.

Integrated Three Theories to Develop a Model of Factors Affecting Students’ Academic Performance in Higher Education

Abstract: This paper aimed to alleviate the disparity in the literature regarding social media use for collaboration and communication and its influence on the performance of students at higher education. A questionnaire survey on constructivism theory, technology acceptance model, and communication theory were utilized as the key method for collecting data and was circulated among a total of 863 university students. The obtained outcomes of students’ behavioral intention to utilize social media to collaborate learning and online communication indicates a positive effect on their academic works in higher education institutes, while male students were not completely satisfied with interaction with peers for collaboration learning. The study indicates that collaboration learning, as well as online communication over social media enhances, the students learning activities and enable to sharing knowledge, information, and discussions, and hence, we recommend students to utilize social media for education purpose and should have encouraged them through lecturers at higher level education institutions.