Surveying and Modelling China High School Students' Experience of and Preferences for Twenty-First-Century Learning and Their Academic and Knowledge Creation Efficacy

Autor/inn/en	Ching Sing, Chai; Liang, Jyh-Chong; Tsai, Chin-Chung; Dong, Yan
Titel	Surveying and Modelling China High School Students' Experience of and Preferences for Twenty-First-Century Learning and Their Academic and Knowledge Creation Efficacy
Quelle	In: Educational Studies, 46 (2020) 6, S.658-675 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tsai, Chin-Chung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2019.1627662
Schlagwörter	Student Experience; Preferences; High School Students; Adolescents; 21st Century Skills; Self Efficacy; Academic Achievement; Cooperative Learning; Self Management; Thinking Skills; Learning Processes; Technology Integration; Predictor Variables; Test Reliability; Test Validity; Foreign Countries; China (Beijing) + Suchen Sie Ihr Suchwort? Studienerfahrung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Self-efficacy; Selbstwirksamkeit; Schulleistung; Kooperatives Lernen; Selbstmanagement; Denkfähigkeit; Learning process; Lernprozess; Prädiktor; Testreliabilität; Testvalidität; Ausland
Abstract	This study adapted a questionnaire design to survey six identified core dimensions of twenty-first-century learning among China high school students. The core dimensions are learning processes that include collaborative learning, self-directed learning, meaningful learning with ICT; and higher order thinking processes including critical thinking, creative thinking and authentic problem-solving. In addition, the survey includes two subscales that measure students' efficacy for knowledge creation and academic learning as dependent variables. The survey results indicate that students expressed clear preferences for twenty-first-century learning, but their actual experiences are significantly below their preferences. All twenty-first-century learning subscales are significantly associated with their knowledge creation and academic efficacy. In addition, the structural equation models provide evidence that the learning processes predict the thinking processes and consequently the students' efficacies. The findings imply that high school students desire more twenty-first-century learning. Teachers and educators should, therefore, foster these dimensions of twenty-first-century learning through thoughtful pedagogical design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01