Educational Paradigm Shift: Unveiling Innovative Classroom Strategies for Future Learning

Yusuff Olatunji Abimbowo

Abstract


The tectonic nature of the paradigm shift is occurring within the ever-dynamic context of education. Change is redefining conventional classroom dynamics and bringing newer strategies that will hybridize with the requirements of the learners that are tomorrow. This paper will shed light on the research probe that will be made in such a transformation in education to bring forward new approaches and methodologies, shaping the future of learning. They will address current educational paradigms and emerging trends in an attempt to discover what the forces are that drive innovative classroom strategies. This essay therefore has engaged with some of the challenges and opportunities of such an educational change, in this way being a useful source to make readers able to gain some insight into the potential impact on teaching and learning practices. This provides a new role of an educator as a facilitator for change—control within the new pedagogical paradigm. In this sense discussion on the skills and support needed in the new classroom practice transfer, tends to enlighten educators to control the complexities in modern education and influence the student into a life-long learning process. This study breaks the record by unveiling the potent transformer potential held within innovative classroom strategies to set a new level to the learner's adaptive educational journey abreast with 21st-century needs

Keywords


21st-Century Learner, Collaborative Learning, Educational Paradigm Shift, Holistic Learning Environment, Innovative Classroom Strategies.

Full Text:

PDF

References


Alamri, H., Lowell, V., Watson, W., & Watson, S. (2020). Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation. Journal of Research on Technology in Education, 52, 322–352. https://doi.org/10.1080/15391523.2020.1728449

AlGerafi, M. A., Zhou, Y., Oubibi, M., & Wijaya, T. T. (2023). Unlocking the potential: A comprehensive evaluation of augmented reality and virtual reality in education. Electronics, 12(18), 3953. https://doi.org/10.3390/electronics12183953

Assen, J., & Otting, H. (2022). Teachers’ collective learning: To what extent do facilitators stimulate the use of social context, theory, and practice as sources for learning? Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2022.103702

Blue, D. (2023). Advancing Education through Technology and Learning Innovations. International Multidisciplinary Journal of Science, Technology & Business, 2(1), 19–22. (DOI belum tersedia)

Boss, S., & Larmer, J. (2018). Project-based teaching: How to create rigorous and engaging learning experiences. ASCD.

Bui, H., Chau, V., Degl'Innocenti, M., Leone, L., & Vicentini, F. (2019). The Resilient Organisation: A Meta Analysis of the Effect of Communication on Team Diversity and Team Performance. Applied Psychology. https://doi.org/10.1111/Apps.12203

Campanella, P. (2021, March). Poster: The Flipped Learning Model: A New Paradigm. In Society for Information Technology & Teacher Education International Conference (pp. 1170–1175). Association for the Advancement of Computing in Education (AACE).

Çelik, I., Gedrimiene, E., Siklander, S., & Muukkonen, H. (2024). The affordances of artificial intelligence based tools for supporting 21st century skills. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.9069

Coleman, T., & Money, A. (2019). Student centred digital game–based learning: A conceptual framework and survey of the state of the art. Higher Education, 79, 415–457. https://doi.org/10.1007/s10734-019-00417-0

Deslauriers, L., McCarty, L., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences of the United States of America, 116, 19251–19257. https://doi.org/10.1073/pnas.1821936116

Durazzi, N. (2018). The political economy of high skills: higher education in knowledge based labour markets. Journal of European Public Policy, 26, 1799–1817. https://doi.org/10.1080/13501763.2018.1551415

Gube, M., & Lajoie, S. (2020). Adaptive expertise and creative thinking: A synthetic review and implications for practice. Thinking Skills and Creativity, 35, Article 100630. https://doi.org/10.1016/j.tsc.2020.100630

Knight, R. (2024). Teacher educators as knowledge brokers: reframing knowledge co construction with school partners. Professional Development in Education. https://doi.org/10.1080/19415257.2024.2360461

Lokare, V., & Jadhav, P. (2023). An AI Based Learning Style Prediction Model for Personalized and Effective Learning. Thinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2023.101421

Marinho, P., Fernandes, P., & Pimentel, F. (2021). The digital portfolio as an assessment strategy for learning in higher education. Distance Education, 42, 253–267. https://doi.org/10.1080/01587919.2021.1911628

Martin, A., & Lazendic, G. (2018). Computer Adaptive Testing: Implications for Students’ Achievement, Motivation, Engagement, and Subjective Test Experience. Journal of Educational Psychology, 110, 27–45. https://doi.org/10.1037/edu0000205

Morningstar, M., Shogren, K., Lee, H., & Born, K. (2015). Preliminary Lessons About Supporting Participation and Learning in Inclusive Classrooms. Research and Practice for Persons with Severe Disabilities, 40, 192–210. https://doi.org/10.1177/1540796915594158

O’Connor, K. (2020). Constructivism, curriculum and the knowledge question: tensions and challenges for higher education. Studies in Higher Education, 47, 412–422. https://doi.org/10.1080/03075079.2020.1750585

Papadopoulos, D., & Hossain, M. M. (2023). Education in the age of analytics: maximizing student success through big data driven personalized learning. Emerging Trends in Machine Intelligence and Big Data, 15(9), 20–36.

Patall, E., & Zambrano, J. (2019). Facilitating Student Outcomes by Supporting Autonomy: Implications for Practice and Policy. Policy Insights from the Behavioral and Brain Sciences, 6, 115–122. https://doi.org/10.1177/2372732219862572

Patrick, S., Walton, S., & Linnenbrink Garcia, L. (2021). Understanding the Impact of Institutional Supports on the Motivation, Belonging, Identity Development, and Persistence of Engineering Students. 2021 ASEE Virtual Annual Conference Content Access Proceedings. https://doi.org/10.18260/1-2--37969

Polatcan, M., Özkan, P., & Bellibaş, M. Ş. (2024). Cultivating teacher innovativeness through transformational leadership and teacher agency in schools: the moderating role of teacher trust. Journal of Professional Capital and Community, 9(3), 227–242. https://doi.org/10.1108/JPCC-01-2024-0008

Rees, E., Quinn, P., Davies, B., & Fotheringham, V. (2016). How does peer teaching compare to faculty teaching? A systematic review and meta analysis. Medical Teacher, 38, 829–837. https://doi.org/10.3109/0142159X.2015.1112888

Robishaw, J., DeMets, D., Wood, S., Boiselle, P., & Hennekens, C. (2020). Establishing and Maintaining Research Integrity at Academic Institutions: Challenges and Opportunities. The American Journal of Medicine. https://doi.org/10.1016/j.amjmed.2019.08.036

Sahlberg, P. (2023). Trends in global education reform since the 1990s: Looking for the right way. International Journal of Educational Development. https://doi.org/10.1016/j.ijedudev.2023.102748

Sasson, I., Yehuda, I., & Malkinson, N. (2018). Fostering the skills of critical thinking and question posing in a project based learning environment. Thinking Skills and Creativity, 29, 203–212. https://doi.org/10.1016/j.tsc.2018.09.006

Shavelson, R. (2020). Research on teaching and the education of teachers: Brokering the gap. BzL – Beiträge zur Lehrerinnen- und Lehrerbildung. https://doi.org/10.36950/bzl.38.2020.9310

Stehle, S., & Peters Burton, E. (2019). Developing student 21st Century skills in selected exemplary inclusive STEM high schools. International Journal of STEM Education, 6, 1–15. https://doi.org/10.1186/s40594-019-0192-1

Supyan, V. (2024). Higher Education in the USA: Characteristics of Development During the Third Decade of the 21st Century. USA & Canada Economics – Politics – Culture. https://doi.org/10.31857/s2686673024040028

Vesin, B., Mangaroska, K., & Giannakos, M. (2018). Learning in smart environments: user centered design and analytics of an adaptive learning system. Smart Learning Environments, 5. https://doi.org/10.1186/s40561-018-0071-0

Walkington, C., & Bernacki, M. (2018). Personalizing Algebra to Students’ Individual Interests in an Intelligent Tutoring System: Moderators of Impact. International Journal of Artificial Intelligence in Education, 29, 58–88. https://doi.org/10.1007/s40593-018-0168-1

Wilson, A., Brown, K., Misch, J., Miller, C., Klein, B., Taylor, M., Goodwin, M., Boyle, E., Hoppe, C., & Lazarus, M. (2019). Breaking with Tradition: A Scoping Meta Analysis Analyzing the Effects of Student Centered Learning and Computer Aided Instruction on Student Performance in Anatomy. Anatomical Sciences Education, 12. https://doi.org/10.1002/ase.1789

Wenner, J., & Campbell, T. (2017). The Theoretical and Empirical Basis of Teacher Leadership. Review of Educational Research, 87, 134–171. https://doi.org/10.3102/0034654316653478

Yu, M. V. B., Liu, Y., Hsieh, T. Y., Lee, G., Simpkins, S. D., & Pantano, A. (2022). “Working together as a team really gets them fired up”: Afterschool program mentoring strategies to promote collaborative learning among adolescent participants. Applied Developmental Science, 26(2), 347–361. https://doi.org/10.1080/10888691.2021.1920500




DOI: https://doi.org/10.17509/ijee.v7i1.71403

Refbacks

  • There are currently no refbacks.


Creative Commons License

Indonesia Journal of Economics Education is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View My Stats