What Are the Learning Needs of Twenty-First-Century Learners?
Written By Abena Sey
August 5, 2020
As a twenty-first-century learner, you have specific learning needs to take into consideration when choosing an online learning program. These learning needs are largely impacted by your experiences of technology. To illustrate, with a simple click of a button, you have access to knowledge, global connection, and resources outside of a traditional learning model. Instructional methods and program designs must, therefore, keep up with this trend to provide a value added learning experience for you. What are students looking for in their online learning programming? They are looking for their needs to be met and the development of skills needed to compete in the global market! Specifically, their needs include flexibility, innovative teaching methods, connectivity, feeling a sense of community, access to open educational resources, active learning, and skill development. Below I discuss each learning need and how the right online learning program can meet them. Here’s why you should choose online learning:
Flexibility
Twenty-first century learners seek flexibility, so educational institutions have an opportunity to create options in their program delivery and assessment methods “to provide varied routes to completion” (Contact Nord, June 2016). The backgrounds of the students, such as those who would like to work full-time and still be able to pursue higher education, increases the need for flexible programming. Online learning students are better able to achieve balance in work, family, and school when their needs for flexibility are met.
Innovative Teaching Methods
Technological advancements have changed the way students learn and institutions need “new models [of organizing education] that allow flexibility, multiplicity, and new ideas about ability” (Gilbert, 2007). Twenty-first century learners engage with technology to learn outside of the classroom environment, so there are “greater expectations for the use of technology-rich environments for learning, for access to resources, and for communication and collaboration with instructors and other students” within the classroom (Contact Nord, June 2016). By design, online learning takes advantage of the multiplicity of course design and delivery options afforded by technology, and effective programs use this to fully engage their learners.
Connectivity
In online learning programming, designing for connectivity is key. In a virtual classroom setting, students need to feel connected to their instructor and colleagues in the cohort. Effective online course design gives learners the benefits of flexibility through distance education, while still maintaining the “sense of community (that) allows students to feel connected not only to their instructors and classmates but to the course content itself” (Contact Nord, May 2016). Online programming that offers consistent and clear communication will not only eliminate feelings of isolation, but will also facilitate the creation of a virtual community.
Feeling a Sense of Community
In online distance education learning contexts, the development of relationships with and amongst students is a strong factor for successful program delivery and feelings of personal satisfaction for both the instructor and the students (Contact Nord May 2016). Students need contact, albeit virtually, in order to feel connected with their instructor and fellow colleagues. To meet this need, online instructors must seek ways to communicate with their students regularly, and ways for students to interact with one another. The creative use of technology facilitates this. As Contact Nord suggested (May 2016): “the more actively engaged students are — with faculty and staff, with other students, and with the subject matter they study — the more likely they are to learn, to stick with their studies, and to attain their academic goals.” In using a variety of technology to communicate with students in a “consistent, personal, intelligent and encouraging,” way instructors enhance the experience of the students and strengthen the sense of community (Marks, 2016). Engagement equals connection.
For more, click on the following link to access “Your Guide To Online Learning Success: Strategies To Help You Achieve Personal Success As An Online Student” By Abena Sey B.Ed, M.Ed
References
Contact Nord (2016, June 3). How Ten Key Developments Are Shaping The Future Of Technology-Enabled Learning. Retrieved from:
http://teachonline.ca/tools-trends/how-ten-key-developments-are-shaping-future-technology-enabled-learning
Contact Nord (2016, May 4). How to Leverage Quality to Drive Rather than Block Innovation.
Retrieved from: http://teachonline.ca/tools-trends/quality-guidelines-and-practice/how-leverage-quality-drive-rather-block-innovation
Contact Nord (2012, November 13). A New Pedagogy is Emerging… and Online Learning is a
Key Contributing Factor. Retrieved from: http://teachonline.ca/tools-trends/how-teach-online-student-success/new-pedagogy-emerging-and-online-learning-key-contributing-factor
Facer, K. (2011). Learning futures: Education, technology and social change. New York, NY:Routledge.
Gilbert, J. (2007). Catching the knowledge wave: Redefining knowledge for the post-industrial age. Education Canada 47(3).
Marks, Diane B. (2016). Quality Instruction in Online Learning Environments. National Teacher Education Journal • Volume 9, Number 2 (6).
Siemens, G. (2004, December 12). Connectivism: A learning theory for the digital age [Web logpost]. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Trilling, B. & Fadel, C. (2009). Part 1 What is 21st century learning? In 21st Century skills: Learning for life in our time. San Francisco, CA: Jossey-Bass.