Instructional Design Principles for 21st Century Learning Skills
Open accessAbstract
In the 21st century, people have to have high level thinking skills called 21 century learning skills in order to solve new problems of the new world. They should know how to use their knowledge and skills. These learning skills can be summarized under the three main subtitles; information and communication skills, thinking and problem-solving skills, interpersonal and self-directional skills. When educational problems are changing, at the same time solution proposals to these problems are also changing. Therefore to achieve the goals for 21 Century Learning Skills require the new approaches and new methods. Postmodern instructional design principles appear to meet the needs of the 21st century. In this paper 21 Century Learning Skills will be explained and postmodern instructional design principles will be given as solution proposal.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Traditional educational approaches cannot meet the educational needs of emergent societies if they do not teach, promote, and assess in line with new learner characteristics and contexts of the 21st century.
“Traditional educational approaches cannot meet the educational needs of our emergent societies if they do not teach, promote, and assess in line with the new learner characteristics and contexts of the 21st century (Sahin 2009).”
From Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education (2023) · cites this paper as Sahin 2009
Cites
Digital Natives, Digital Immigrants
(2012) · Corwin Press eBooks · doi:10.4135/9781483387765.n6 · Cited by 7,114 · see citing works
Handbook of Research on Educational Communications and Technology
(2013) · Routledge eBooks · doi:10.4324/9781410609519 · Cited by 2,744 · see citing works
Oblinger, D. G., Oblinger, J. L., & Lippincott, J. K. (2005) · Bibliothèque et Archives nationales du Québec (Québec government) · Cited by 2,290 · see citing works
The New Millennium Learners: Challenging our Views on ICT and Learning
Pedró, F. (2006) · doi:10.18235/0011048 · Cited by 199 · see citing works
Thematic reflections on higher education
Milliken, J. (2004) · Higher Education in Europe · doi:10.1080/03797720410001673265 · Cited by 19 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J.-M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., El Hayek, S., Augereau-Landais, M., Mourey, F., et al. (2023) · Journal of Intelligence · doi:10.3390/jintelligence11030054 · Cited by 768 · see citing works
“Traditional educational approaches cannot meet the educational needs of our emergent societies if they do not teach, promote, and assess in line with the new learner characteristics and contexts of the 21st century (Sahin 2009).”
Background
- Authors
- Sahin, M. C.
- Affiliations
- Anadolu University (TR)
- Corresponding author
- Sahin, Mehmet Can
- Venue
- Procedia - Social and Behavioral Sciences
- Publisher
- Elsevier BV
- Published
- 2009
- Volume
- 1
- Issue
- 1
- Pages
- 1464-1468
- ISSN
- 1877-0428 (ISSN-L)
- OpenAlex
- W2068915716
- Cited by
- 116
- References
- 5
- Citations by year
- 2025: 1 · 2024: 12 · 2023: 22 · 2022: 15 · 2021: 24 · 2020: 15 · 2019: 11 · 2018: 3 · 2017: 2 · 2016: 5 · 2015: 3
- FWCI
- 7.35
- Type
- conference paper
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Procedia - Social and Behavioral Sciences (publishedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Education › Educational Methods and Analysis
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Physical Sciences › Computer Science › Information Systems › Digital literacy in education
- Keywords
- 21st century skills, teaching principles, information and communication competence, social skills, higher-order thinking skills
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
