E-TASK-BASED LEARNING APPROACH FOR NOURISHING 21ST CENTURY LEARNING OUTCOMES IN KINDERGARTEN
Ali M.h. Al-Kandari
Assoc. Prof. Dr., Kuwait University, KUWAIT, email@example.com
Building a learning environment for students to meet educational objectives is a major challenge facing education stakeholders, particularly teachers. This study aimed to design and implement an e-task-based approach (eTBA) and examine its impact on 21st-century learning outcomes (21st-CLOCs) in a kindergarten sample (N = 22). A mixed-methods approach was adopted. Observation forms and rubrics were designed and used to collect evidence on 21st-CLOCs, and repeated-measures analysis of variance was used to measure patterns of progress during a 24-week experiment. Over the course of twelve experience task activities, the 21st-CLOCs developed significantly in terms of (1) critical thinking and problem solving, (2) collaboration, (3) agility and adaptability, (4) initiative and entrepreneurialism, (5) effective communication, (6) accessing and analyzing information, and (7) curiosity and optimism. Students improved because they performed and interacted with an experience task assigned for this study. Further research is required to apply the eTsak to different contexts and grade levels.
Keywords: 21st-century learning outcomes, 21st century skills, authentic assessment, instructional design, learning environment, task-based approach
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