Session Information
11 ONLINE 52 A, Quality of higher education: Students' skills development
Paper Session
MeetingID: 941 8647 0225 Code: S0YB3u
Contribution
During the last two decades, due to technological possibilities and the spread of the Internet, new forms of learning have originated as an alternative to traditional face-to-face learning – e-learning, online learning, hybrid learning, blended learning, flipped learning, etc. (Boelens et.al., 2017; Kucharska, Rostek, 2021; Luka, 2021a; Moser et.al., 2021). They have become even more popular due to the COVID-19 pandemic, which brought significant organisational and didactic large scale challenges to all education levels (Zajdel, 2021). Teaching and learning online has become ‘the new normal’ (Bruggeman et.al., 2021; Moser et.al., 2021) and was perceived as the only solution to implement learning at universities and adult education institutions (Luka, 2021a). ‘Blended learning has become a favorable approach in adult education’ (Cocquyt et.al., 2019, 1). The experience of numerous countries accumulated testifies that online/blended learning will continue playing a significant role at all education levels in the future (Zajdel, 2021), especially at adult education sector.
Learning Management System (LMS) is crucial in organising an efficient pedagogical process and ensuring that learners attain learning outcomes. Recent research shows that an e-learning platform must be user friendly enabling to apply various teaching/learning methods and ‘properly disseminate information and knowledge’ (Roman, Plopeanu, 2020, 4), provide synchronous and asynchronous learning activities (Rucsanda et.al., 2021), enable ‘combining recorded videos and live courses with greater online interaction’, comply with learners’ needs and expectations, and learners shall receive constant feedback (Ionescu, 2020, 3). It has to ‘include a mix of text, videos and images to make it more attractive’ and must have a user-friendly navigation (Hofmeister, Pilz, 2020, 5). Prokhorets et.al. (2015) argue since technologies are changing, blended-learning is changing, too. Currently, face-to-face stage is often implemented in an online mode using various learning platforms and other technological means, instead of real-class meetings (Luka, 2021b). Thus, the role of the LMS increases.
The current research was conducted in the Erasmus+ project “Cultural knowledge and language competences as means to develop 21st century skills” involving six EU countries: Croatia, Latvia, Slovenia, Romania, Poland, Czechia (Project No.2018-1-HR-01-KA204-047430; 2018-2021).
In ECER2019 the course construct was presented (Luka, 2019), in ECER2021 the results of the English language course implementation (O1 output) were presented (Luka, 2021a, b). This contribution deals with the results of implementation of the “Culture-based multilingual blended-learning course for adult learners” in 10 languages (EN, HR, LV, Sl, PL, CZ, HU, RO, DE, FR) done in the six partner countries (Output 2).
The aim of the course is to increase adult learners’ awareness on the rich European cultural heritage and enhance the development of learners’ 21st century skills (collaboration, communication, initiative, creativity, analytical reasoning, problem solving, etc.), simultaneously fostering their language and intercultural competences, thus raising learners’ education level and bringing them closer to cultural heritage, history and the common European values, enhancing their overall development and employability. The course applies CLIL methodology (Coyle et.al, 2010; Stevie, 2018), the content is connected with the rich intangible European cultural heritage (UNESCO, 2018) and it is presented in a form of a story/script, applying innovative methodologies and tools (webquests, case studies, vialogues, videos, audios, design thinking tools, interactive games, etc.). The target audience: adult learners. According to prior research blended-learning is suitable to learners with special needs (Basilaia, Kvavadze, 2020), it eliminates both geographical barriers (Ionescu, 2020) and economical barriers (Chowdhury, 2020), therefore, one of the target audiences (31.81%) is learners with barriers to learning (geographical, economic, cultural, social, educational).
The aim of the research: evaluate the target course created and the development of adult learners’ 21st century skills and cultural knowledge acquired during the course implementation in the 6 partner countries.
Method
Comparative research design applying analytical approach was selected which enables analysing more in-depth the results observed and focuses on their systematic interpretation (Boeren, 2019a). Data were collected applying a cross sectional survey describing the current situation in the research field (Boeren, 2019b). The questionnaire comprised three parts. In this paper the results of the first two parts will be analysed: 1) socio-demographic information of respondents and questions about use of electronic gadgets, 2) learning platform (six 5-point Likert scale questions) and module feedback evaluation comprising 6 variables on the module and 9 variables on the 21st century skills development (all 5-point Likert scale questions). Traditionally, comparative research design falls into two types: the ‘Most Similar Systems Design’ (MSSD) and the ‘Most Different Systems Design’ (MDSD) (Boeren, 2019a). The sample was formed by adult learners of the partner countries and applies MSSD type. Based on the characteristics of governmental programmes, including public spending on education, characteristics of social situation and level of trust to the state, Fenger (2007) classifies all countries into six types: 1) Conservative-corporatist, 2) Social-Democratic, 3) Liberal, 4) Former-USSR type (incl. Latvia), 5) Post-communist European type (incl. Croatia, Czechia, Poland, Slovenia), 6) Developing welfare states (incl. Romania). Although there are certain differences among the partner countries as to government expenditures to social welfare, social situation, population wellbeing, life expectancy and trust, they may be seen as a similar group which significantly differs from the European welfare states (the first 3 categories). The similarities among the countries: former communist type country, historically social system had been regulated by the state, adult participation rate in lifelong learning is below EU average and does not reach ET2020 target of 15%. For data analysis the contribution uses Bereday’s (1964) four-step model comprising description (descriptive statistics data from each country), interpretation (evaluation of pedagogical data in contextual background), juxtaposition (finding similarities and differences among countries) and comparison (simultaneous comparison of data and formulation of conclusions). It is typically used when analysing findings of comparative research (Boeren, 2019a). Research sample: 638 adult learners – 83 (13%) from Croatia, 111 (17.4%) from Latvia, 122 (19.1%) from Poland, 111 (17.4%) from Romania, 104 (16.3%) from Slovenia, 107 (16.8%) from Czechia. 410 (64.3%) female, 228 (35.7%) male, aged 18-65 and older. Research question: Has the given course enhanced the development of learners’ 21st century skills and increased their cultural knowledge? Research period: March 2020 – January 2021.
Expected Outcomes
The course comprises 18 modules in 10 languages. Each learner studied one module in a language by their own choice in face-to-face class sessions and independently online. When the Covid-19 pandemic started the class sessions were replaced with online face-to-face sessions. On daily basis respondents used smartphones (64.9% more than 20 hours a week) and PC/Laptop (50.8% more than 20 hours per week) the most. Learners found the platform useful, visually appealing, interesting. It didn’t take them too long to understand how the platform works, although majority had not used a similar platform before. Positively, most learners agreed that they would suggest the course to other learners (mean 3.5956, mode 4.00). Overall, learners liked the module they had done (mean 4.0862), found the story interesting (mean 4.1332), the module useful (mean 3.9216), but they weren’t certain if they wish to do more modules after the course (mean 3.3245). They admitted having acquired cultural knowledge (mean 4.1458, mode 4.00), but were neutral concerning getting more information on the topic (mean 3.4107, mode 3.00) which may be explained by the fact that the modules were very comprehensive and covered lots of information on the theme. Learners’ self-evaluation demonstrated the development of intercultural competence (mean 3.8072, mode 4.00), language skills (mean 3.5266, mode 4.00), information searching skills (mean 3.4232, mode 4.00), decision-making skills (mean 3.3699, mode 3.00), creativity (mean 3.3605, mode 3.00), critical thinking (3.3354, mode 3.00), problem-solving skills (mean 3.2414, mode 3.00), IT skills (mean 3.1505, mode 3.00), collaboration skills (mean 3.0345, mode 3.00). To conclude, despite various restrictions, the course was successful and beneficial to all learners to some extent and it is a viable solution in the situation when face-to-face learning is restricted. The course may be used to develop learners’ 21st century skills and increase their cultural knowledge.
References
*Bereday, G.Z.F. (1964). Comparative method on education. New York:Holt, Rinehart and Winston Inc. *Boelens, R., et.al. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1-22. http://dx.doi.org/10.1016/j.edurev.2017.06.001 *Boeren, E. (2019a). International and Comparative Research Design. L.Hamilton, J.Ravenscroft (Eds.) Building Research Design in Education (131-150). London:Bloomsbury Academic. *Boeren, E. (2019b). Cross-Sectional and Longitudinal Surveys. L.Hamilton, J.Ravenscroft (Eds.) Building Research Design in Education (29-47). London:Bloomsbury Academic. *Bruggeman, B., et.al. (2021). Experts speaking: Crucial teacher attributes for implementing blended learning in higher education. The Internet and Higher Education, 48, 1-11. https://doi.org/10.1016/j.iheduc.2020.100772 *Cocquyt, C., et.al. (2019). Examining the role of learning support in blended learning for adults’ social inclusion and social capital. Computers and Education, 142, 1-19. https://doi.org/10.1016/j.compedu.2019.103610 *Coyle, D., et.al. (2010). Content and Language Integrated Learning. Cambridge:CUP. *Fenger, H. (2007). Welfare Regimes in Central and Eastern Europe: Incorporating Post-communist Countries in Welfare Regime Typology. Contemporary Issues and Ideas in Social Sciences, 3(2), 1-30. *Ionescu, C.A., et.al. (2020). Sustainability Analysis of the E-Learning Education System during Pandemic Period—COVID-19 in Romania. Sustainability, 12, 9030, doi:10.3390/su12219030 *Kucharska, A., Rostek, K. (2021). COVID-19 and Technological Maturity of HEIs in Poland. Social Science Computer Review, XX(X), DOI: 10.1177/08944393211032199 *Luka, I. (2019). Creating a Culture-Based Language Learning Course for Developing Adult Learners’ 21st Century Skills. Journal of Education Culture and Society, 10(2), 151.-169. https://doi.org/10.15503/jecs20192.151.169 *Luka, I. (2021a). Developing Adult Learners’ Language Competence in Culture-Based Blended-Learning Course. Acta Universitatis Sapientiae, Philologica, 13, 2, 71-92, https://doi.org/10.2478/ausp-2021-0014 *Luka, I. (2021b). European cultural heritage and skills development course for adult learners’ self-development. Journal of Education Culture and Society, 12(2), 505-526, https://doi.org/10.15503/jecs2021.2.505.526 *Moser, K.M., et.al. (2021). Remote teaching during COVID-19: Implications from a national survey of language educators. System, 97, 1-15. https://doi.org/10.1016/j.system.2020.102431 *Roman, M., Plopeanu, A.-P. (2020). The effectiveness of the emergency eLearning during COVID-19 pandemic. The case of higher education in economics in Romania. International Review of Economics Education ,37, 100218, https://doi.org/10.1016/j.iree.2021.100218 *Rucsanda, M.D., et.al. (2021). Students' Attitudes Toward Online Music Education During the COVID 19 Lockdown. Frontiers in Psychology, 12, 753785, doi: 10.3389/fpsyg.2021.753785 *Stevie, D. (2018). CLIL: What It Is, and Why Language Teachers Will Find It Delightful. Fluent U webpage. *UNESCO. (2018). What is Intangible Cultural Heritage? UNESCO Intangible Cultural Heritage. *Zajdel, M., et.al. (2021). Conditions and Determinants of Distance Education for Students during the COVID-19 Pandemic – Evaluation in the Kuyavia-Pomerania Region in Poland. Sustainability, 13, 10373, https://doi.org/10.3390/su131810373
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