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Doctoral Degrees (Education Studies)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7175

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Browsing Doctoral Degrees (Education Studies) by Subject "21st century skills."

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    Online informal learning and 21st century skills among secondary school students : the Mauritian context.
    (2023) Pentiah, Bharatee.; Blewett, Craig Neville.; Govender, Desmond Wesley.; Ramful, Ajay.
    Informal learning refers to most human learning that takes place outside of the official educational system. In this technological era, every secondary student is exposed to digital or online tools in either for academic purposes or for their leisure activities or for learning something new on any topic of interest informally. What has not been explored yet is the extent to which secondary school learners can acquire 21st Century Skills through Online Informal Learning in the absence of a formal school setting. 21st Century skills are abilities and competencies that today’s students need to possess to become global citizens in this competing working market. Since technology plays a vital role in the learning process of students outside their school settings, it can also act as an important medium for them to communicate, collaborate, and develop their 21st Century Skills such as creativity, digital literacy, and critical thinking. In response to the underexplored gap in the literature, the researcher embarked on an explorative investigation of the development of 21CS through Online Informal Learning of secondary school students using Web 2.0 tools. To adequately address the phenomenon under study, the first research question aimed to explore the various kinds of OIL that are available to secondary school pupils. The second and third research questions were formulated to investigate how secondary school students grow and acquire 21CS through OIL. To further the objectives of the study, qualitative and quantitative methods were integrated to provide a more complete comprehension of the phenomenon and provide answers to the research questions. By analysing the literature review, the researcher designed a conceptual framework underpinned by the six components of Engeström’s Activity Theory, the P21 (Framework for 21st Century Learning), and the three dimensions of Fenwick and Tennant (2004). In a mixed-method explanatory sequential research process, data were derived from secondary school pupils who utilised internet technologies in informal contexts in semi-structured interviews, surveys, and focus group interviews. In the quantitative phase, 310 questionnaires were collected from secondary school students between 11 to 18 years old. The data were then aligned with the conceptual framework. Further, data analysis and trend and correlation detection were performed using quantitative and qualitative models to understand how and why informal online learning (OIL) affects the abilities of 21st century secondary school learners. The findings revealed that certain online resources are utilised for online informal learning while others are used for both informal and formal learning. Furthermore, it was also discovered that social networking sites and instant messaging technologies contribute to online informal learning. The data gathered from the learners’ replies identified the following types of Online Informal Learning among secondary school students: self-directed learning, collaborative learning, explorative learning, accidental Online Informal Learning, self-discovery learning, and intentional learning. The study contributes valuable insights into the potential of OIL to complement formal education and promote critical thinking for lifelong learning. Moreover, the research identifies the pedagogical approaches that are effective in OIL environments. The findings of this study can help educators understand how OIL assists secondary school learners in similar contexts across the world. Significantly, the model proposed in the study provides a framework for future research in this area regarding the use of online informal tools as a foundation to promote learning.