Running head: 21ST CENTURY LEARNING METHODS ANALYSIS 1

21st Century Learning Methods Analysis

Teresa E. Sampson

Trevecca Nazarene University at Nashville, TN

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21st Century Learning Methods Analysis

In this paper, I will provide an analysis of some of the 21st Century Learning methods.

The first section begins with an outline of the general approach of 21st Century Learning. Next,

I will identify learning orientations from previous weeks that are also present in the 21st Century

Learning model. The third section includes a discussion of the Agile Learning concepts and its

relation to 21st Century Learning. A summary will be included in the final section that describes

the transition from a culture of needing information to that of problem-solving.

General Approach to 21st Century Learning

According to Merriam, Caffarella, and Baumgartner (2007), The learner is a whole

person made up of the mind and the body and comes to a learning situation with a history, a

biography that interacts in individual ways with the experience that generates the nature of the

learning (p. 101). The ever-changing global economy requires that learners embrace

technology and gain the necessary skills to be successful in this digitally empowered culture.

Acqui (2012) states that, [T]he 21st century requires that the young generation be taught to

become citizens of the world, a world continuously changing (p. 46). Senan (2013) emphasizes

the 21st Century skills that are necessary, such as communication, collaboration, problem-

solving, analytical and critical thinking. The most important of this is the learners ability to

apply their new knowledge or skills to situations they encounter in the future (Senan, 2013). In

addition to these core skills, students must be adaptable, self-manage, have a systems-thinking

mindset, and the ability to solve complex problems (Senan, 2013). According to Acqui (2012),

flexibility is at the core of the 21st century, which also incorporates interactive, learner-centered

environments into the currently available digital technologies. The primary component of 21st
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Century learning is the focus of self-directional learning, empowering students to take control of

their education.

Learning Orientations within 21st Century Learning Model

The 21st Century Learning model combines aspects from each of the learning orientations

we have learned in this course. The constructivist orientation is shown in the model in that it

takes advantage of the scaffolding approach to build upon previous knowledge and experiences

for a more effective learning situation (Senan, 2013). This perspective emphasizes the

importance of starting the learning process for technology and 21st Century skills at a young age

to provide a solid foundation for future learning (Senan, 2013). Senan (2013) argues that, In

order for students to be prepared to navigate this 21st century world, they must become literate in

21st century literacies, including multicultural, media, information, emotional, ecological,

financial and cyber literacies (p. 6).

Experiential learning is a major component of the 21st Century Learning Model.

According to Vito (2013), experiential learning consists of experience, observation, reflection,

abstract concept formation, and application of the new knowledge. The humanist orientation

also has roots within the model in that its focus is on the potential for the growth of the learner.

This orientation puts the learner in the drivers seat for his or her own learning experiences.

Once students encounter new information, it still has to be processed; therefore, the cognitive

orientation is represented from that perspective to create meaningful knowledge. The 21st

Century model is very collaborative in nature and requires communication and teamwork. This

stems from the social cognitive orientation in which we learn from each other in a social

environment.

Agile Learning Concepts

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This part of the paper includes some insights about agile learning and its relationship with

21st Century Learning. Batcheller (2016) states that, Agile learners are critical thinkers,

resilient under pressure, and curious, and they can deliver results in first-time situations (p.

430). In addition, agile learners are open-minded and strive for continuous growth and

development (Batcheller, 2016). This idea of agile learning incorporates the necessary flexibility

of learners to be competitive in the 21st Century Learning environment. I think the Agile

Learning approach is an extension to the 21st Century Learning Model because it further

emphasizes the empowerment of the learner to adapt quickly and to be willing to learn new skills

when necessary.

Culture Transition to Problem-Solving

This section discusses the culture change that has occurred in the global learning

environment from a perspective of needing information to that of problem-solving. Vito (2013)

posits that, Learners must be encouraged to think beyond their immediate community, to

envision global implications of recommendations made for solving problems and to understand

possible consequences of decisions made (p. 49). According to Vito (2013), the most effective

learning environment is one that encourages experiential learning so that learners can rely on

their own problem-solving capabilities. We have so much information available to us quickly

via the internet. We carry encyclopedias around in our pockets, so the availability of information

is no longer an issue. We have moved to a culture of problem-solvers because we have a need to

engage and interact with our world. Our minds process information quickly, and we need to do

something with that information. We like to be engaged and to apply our new knowledge to

real-world applications. Solving problems is our challenge that keeps us engaged in learning and

continuous growth.
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Conclusion

In conclusion, this paper analyzed how the 21st Century Learning Model meets the needs

for present-day learners. The 21st Century Learning model incorporates aspects from other

foundational learning orientations. Agile Learning incorporates 21st Century Learning attributes

and takes it a step further. Our culture has transitioned from that of having a need for

information to one that takes a proactive approach to problem-solving. The 21st Century and

Agile Learning models create an environment that places the power of learning in the hands and

minds of the learners.

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References

Acqui, E. (2012). RE-INVENTING EDUCATION IN THE 21ST CENTURY - A GENERAL

VIEW. Calitatea, 13(2), 44-49. Retrieved from

https://trevecca.idm.oclc.org/login?url=https://search-proquest-

com.trevecca.idm.oclc.org/docview/1082324318?accountid=29083

Batcheller, J. (2016). Learning agility: A critical competency. Association of Operating Room

Nurses.AORN Journal, 103(4), 430-432.

doi:http://dx.doi.org.trevecca.idm.oclc.org/10.1016/j.aorn.2016.02.003

Merriam, S., Caffarella, R., and Baumgartner, L. (2007). Learning in adulthood: A

comprehensive guide. San Francisco, CA: Jossey-Bass.

Senan, D. C. (2013). Infusing BSCS 5E instructional model with multimedia : A promising

approach to develop 21st century skills. I-Manager's Journal on School Educational

Technology, 9(2), 1-7. Retrieved from

https://trevecca.idm.oclc.org/login?url=https://search-proquest-

com.trevecca.idm.oclc.org/docview/1535198280?accountid=29083

Terzieva, M., & Morabito, V. (2016). Learning from experience: The project team is the key.

Business Systems Research, 7(1), 1-15.

doi:http://dx.doi.org.trevecca.idm.oclc.org/10.1515/bsrj-2016-0001

Vito, M. E. (2013). COLLABORATIVE, EXPERIENTIAL AND TECHNOLOGY

APPROACHES FOR 21ST CENTURY LEARNERS. American Journal of Educational

Studies, 6(1), 47-64. Retrieved from

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