E-learning in school education in the coming 10 years for developing 21st century skills: Critical research issues and policy implications

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Title:	E-learning in school education in the coming 10 years for developing 21st century skills: Critical research issues and policy implications
Authors:	陳德懷;Kong, Siu Cheung;Chan, Tak-Wai;Griffin, Patrick;Hoppe, Ulrich;Huang, Ronghuai;Looi, Chee Kit;Milrad, Marcelo;Norris, Cathleen;Nussbaum, Miguel;Sharples, Mike;So, Wing Mui Winnie;Soloway, Elliot;Yu, Shengquan
Contributors:	資訊電機學院網路學習科技研究所
Keywords:	21st Century Skills;Collaborative learning;Critical thinking;Curricula;Curriculum development;Distance learning;E-leaming;Education;Education policy;Educational environment;Educational Opportunities;Educational research;Electronic Learning;Elementary Secondary Education;Informal learning;Invited Articles;Learning;Learning Activities;Learning motivation;Learning Processes;Legal issues;Legal Problems;Literature reviews;Media Technology;Medieteknik;Online education;Outcomes of education;Policy implications;Research issues;School education;Skills;Social research;Teachers;Teaching Methods
Date:	2013-04-01
Issue Date:	2026-04-23 14:10:19 (UTC+8)
Publisher:	National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
Abstract:	摘要： One of the curriculum goals of e-learning in school education is to develop learners for 21st century skills through their daily learning activities. This paper aims to discuss the research issues and policy implications critical for achieving such a curriculum goal. A review of literature in the related fields indicates that K-12 schools should take advantage of e-learning to maximize learning opportunities of learners for the development of 21st century skills. We identify six research issues critical for e-learning in school education, namely the realization of developing 21st century skills of learners; the bridging of the gap between curriculum in school and situations in society; the maximization of learning opportunities in the learning process; the collection of evidence of improvement and building awareness of progress; the assessment of 21st century skills; and the provision of teacher development for enculturating learners to develop 21st century skills. We recommend the relevant stakeholders across different countries/regions to consider policies on the goal-setting of curriculum addressing 21st century skills development and bridging gap between school and society; on the availability of digital technology for school education; on the privacy/legal issues of learning data in e-learning process; and on the teacher development for pre-service and in-service teachers. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2014-01-01 出處： Educational Technology & Society, 2014-01, Vol.17 (1), p.70-78 資源來源： Chinese Electronic Periodical Services (CEPS) 版權： Copyright 2014 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2014 International Forum of Educational Technology & Society 版權： 2014. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at https://www.j-ets.net/ETS/guide.html 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201401_17(1).0007
Appears in Collections:	[Graduate Institute of Network Learning Technology] journal & Dissertation

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