Tracing research trends of 21st-century learning skills
Tracing research trends of 21st-century learning skills
复制标题
追踪 21 世纪学习技能的研究趋势
DOI：
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发表时间：
2019
影响因子：
6.6
通讯作者：
N. Geri
中科院分区：
文献类型：
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作者：
V. Silber;Y. Eshet;N. Geri
近年来，学习技术已成为教学过程的关键组成部分。当代研究表明，为了有效利用这些技术，教师和学习者都必须掌握一系列认知和社会情感能力，这些能力通常被称为“数字素养能力”或“21世纪技能”。本研究采用内容分析方法，追踪过去37年（1980-2016）教育学术文献中反映的核心数字素养能力研究的变化趋势。基于完善的数字素养能力框架，本研究考察了七项技能：协作、沟通、创造力、批判性思维、信息素养、解决问题和社会情感技能。通过对教育资源信息中心（ERIC）数据库中同行评议出版物的高级搜索查询收集数据。调查结果显示，在被调查的术语中，沟通是最突出的数字素养技能，其次是解决问题和协作。此外，在技能的背景下，最突出的术语是信息素养和批判性思维；技术和协作是最少被提及的。我们的研究结果表明，教育研究文献中对数字学习能力的认识很少，这意味着教育研究似乎落后于理解教师和学习者所需要的不断变化的数字能力的需求。[摘自作者]
Recently, learning technologies have become a pivotal constituent of teaching–learning processes. Contemporary studies indicate that in order to effectively utilize these technologies, instructors and learners alike must master a range of cognitive and socio‐emotional competencies, commonly termed "digital literacy competencies" or "21st century skills." This study employs a content analysis methodology to trace trends of change in the research of core digital literacy competencies as reflected in the educational academic literature of the past 37 years (1980–2016). Based on well‐established frameworks of digital literacy competencies, this research examined seven skills: Collaboration, Communication, Creativity, Critical thinking, Information literacy, Problem‐solving and Socio‐emotional skills. Data were collected through advanced search queries of peer‐reviewed publications in the Education Resources Information Center (ERIC) database. Findings reveal that among the examined terms, Communication is the most prominent digital literacy skill, followed by Problem Solving and Collaboration. Furthermore, within the context of Skills, the most prominent terms are Information Literacy and Critical thinking; Technology and Collaboration are least mentioned. Our findings suggest that awareness of digital learning competencies in educational research literature is marginal, implying that educational research seems to lag behind the need to understand the ever‐changing digital competencies that instructors and learners need. [ABSTRACT FROM AUTHOR]