EXPLORING MALAYSIAN POLYTECHNIC LECTURERS’
READINESS IN EMBRACING 21
STCENTURY EDUCATION:
AN INSTITUTIONAL CASE STUDY
Nyanaambigai Rajanthran1*, Nur Hidayah Zainul1
1 General Studies Department, Politeknik Seberang Perai, Pulau Pinang, Malaysia.
*Corresponding Author: [email protected]
Accepted: 1 February 2020 | Published: 15 February 2020
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Abstract: Teaching in the 21st century is a challenge for educators since the nature of teaching has changed. Incorporating technology in the lesson is not the only qualification of the 21st century education but what actually matters is the learning experiences and opportunities created in the classroom. One of the major concern here is whether the lecturers are aware of the change and ready to embrace the 21st century education. The aim of current study is to explore the readiness of Malaysian polytechnic lecturers towards 21st century education. The instrument used in this study is a survey adapted from Ravitz (2014).
The findings reported that most of the lecturers are gearing towards the 21st century education. Some recommendations were drawn from the findings to help the lecturers to embrace the 21st century education.
Keywords: 21st century education, readiness, polytechnic lecturers
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1. Introduction
The nature of teaching has changed and lecturers need to equip students with the skills needed to face IR 4.0. In order to prepare the students to face IR 4.0, the lecturers should be well equipped with the skillsets and knowledge of 21st century education. 21st century education is not about using technology in class to teach but it is all about evolved teaching methods. The current trend of teaching has went through a tremendous change from chalk- and-talk to Education 4.0. The conventional method of chalk and talk doesn’t create an environment to facilitate critical and creative thinking as the focus would be more on the lecturers rather than the students. Education 4.0 on the other hand, focuses on producing students who have the abilities, information and skills which cannot be replaced by smart robots. Thus, lecturers have to keep up with the fast pace of rapidly moving technology and adapt to the 21st century education.
The question here is, do students who excel academically qualify as future workforce in the 21st century? Do their grades indicate the measurement of the overall intelligence as well as other skills and values of an effective education system? The 21st century learners are said to be the future workforce who are independent thinkers, problem solvers and decision makers (Silva, 2009). 21st century education can be viewed as a vision of education promoted by various 21st century learning models such as collaborative learning, use of ICT as tools for knowledge construction and co-construction, critical and creative thinking, and authentic problem solving (Chai & Kong, 2017). According to Kong (2017), having professional development programs for educators would be the key factor for the transformation of
education to happen. As the future workforce, students need to be equipped with the 21st century skills and competencies to face the challenge of the future (Yoke, 2018).
Current employers are concerned that current fresh graduates lack the adaptability, multitasking, decision-making and problem-solving skills in the workplace despite excelling academically. Strong talents are needed as a way to support the advancing manufacturing field. Hence, a change in the teaching process is a must to produce future workforce who can cater to the industries and face the challenge of IR 4.0.
2. Literature Review
Majority of educators have the misconception that 21st century teaching is a matter of incorporating technology in their lesson. However, the bigger picture of 21st century education is to create graduates who are:
a) Effective in the workplace b) Innovators
c) Critical thinkers
d) Gives back to the community and society e) Academically competent in world situations f) Effective communicators
g) Lifelong learners h) Good citizen
There are 12 abilities that students should master in the age of the internet. The 12 abilities of the 21st century skills can be categorized into 3 main skills which are the learning skills, literacy skills and life skills. Table 1 shows the 21st century skills and abilities by Applied Educational System (2019).
Table 1: 21st Century Skills by Applied Educational System (2019)
Skills Abilities
Learning Skills teaches students about the mental processes required for adapting and developing upon a modern work environment.
Critical Thinking Creativity Collaboration Communication Literacy Skills focuses on how
students can distinguish facts, publishing channels, and the technologies behind them
Information Literacy Media Literacy Technology Literacy Life Skills take a look at intangible
elements of everyday life for a student.
These intangibles are geared towards both personal and professional qualities
Flexibility : Leadership Initiative Productivity Social Skills
3. Methodology
This research used a survey method to gage the lecturers’ readiness in embracing 21st century education from one of the polytechnics in Malaysia. The questionnaire used for the purpose of this study has beenadapted from the work of Hixson, Ravitz, and Whisman (2012), who modified previous work of Innovative Teaching and Learning Study (Shear, Novais, Means, Gallagher, & Langworthy,2010) and The William and Flora Hewlett Foundation (2010).
Table 1 shows the framework for 21st century teaching and learning developed by Hixson, Ravitz, and Whisman (2012)
Table 2: Framework for 21st Century Teaching and Learning by Hixson, Ravitz, and Whisman (2012)
Skills Definition
CRITICAL THINKING SKILLS
Students’ ability to draw appropriate conclusions based on evidence and reasoning, analyse complex problems, investigate questions for which there are no clear-cut answers and evaluate different points of view or sources of information.
COLLABORATION SKILLS
Students’ ability to work effectively and respectfully in teams to accomplish a common goal, to work together to solve problems or answer questions and to assume shared responsibility for completing a task.
COMMUNICATION SKILLS
Students’ ability to organize and share their thoughts, data, and findings efficiently verbally, in written form and through different types of media,
CREATIVITY AND INNOVATION SKILLS
Students’ ability to synthesize and analyse, complex problems or tasks to generate refined solutions and then combine or present what they have learnt in new and original ways.
SELF-DIRECTION SKILLS
Students’ ability to review their own work and respond to feedback by taking responsibility of their own learning by identifying topics to pursue and processes for their own learning.
GLOBAL CONNECTION
Students’ ability to understand global, geopolitical issues including knowledge of geography, culture, language, history, and literature of other countries
LOCAL CONNECTION Students’ ability to relate and use what they have learned to local contexts and community issues.
USING TECHNOLOGY AS A TOOL FOR LEARNING
Students’ ability to produce products using appropriate information and communication technologies and manage their learning.
This study addressed 21st century education learning skills that focuses on critical thinking skills, collaborative skills, communication skills and creativity and innovation skills. The questionnaire was composed of three sections; the first related to the demographic profile of the respondents and the second section focused on the respondents’ frequency of practicing each skill while the third section looked at the respondents’ awareness of having taught and assessed each skill.
4. Results and discussion
4.1 Demographic Profile
Table 3 shows the lecturers’ demographic profile. 75% of the lecturers who took part on this survey were female and 25% were male. More than half of the lecturers’ possessed a Masters degree (56.25%). As for the teaching experiences, the lecturers have been teaching between 4 – 30 years with a big majority having taught for 6 – 15 years (59.37%).
Table 3: Demographic profiles
Frequency Percentage (%)
Gender Female 24 75
Male 8 25
Total 32 100
Qualification Bachelor’s Degree
14 43.75
Master’s Degree 18 56.25
PhD - -
Total 32 100
Years of Teaching Experiences
Less than 1 year - -
1-5 years 1 3.13
6-10 years 10 31.25
11-15 years 9 28.12
16-20 years 5 15.62
21-25 years 3 9.38
26 – 30 years 4 12.5
Total 32 100
Course Taught English 16 50
Islamic Education
16 50
Total 32 100
4.2 Lecturers’ frequency of using each skill
The second part of the questionnaire asks the frequency of using the 5-6 practices related to each skill. A 5-point Likert scale (1= “Almost Never”, 2 = “A few times a semester”, 3= “1 – 3 times per month”, 4= “1 – 3 times per week”, and 5= “Almost daily” was used to assess the items.
Table 4: Lecturers’ frequency of using each skill
Skills Mean Standard
Deviation (SD) Critical Thinking Skills
1a) Completing a task or assignment after comparing information from different sources
3.11 1.100 1b) Own conclusions were drawn based on analysis of numbers, facts, or
relevant information
3.05 1.079 1c) Own interpretation created or summarized based on what they have read
or been taught
3.47 1.172 1d) Analyse competing arguments, perspectives or solutions to a problem 3.00 1.291 1e) Persuasive argument developed based on supporting evidence or
reasoning
2.95 1.129 1f) Try to answer questions or solve complex problems that don’t have one
correct answer or solution
2.58 1.170
Collaboration Skills
1a) Complete a task by working together in pairs or small groups 4.26 .733 1b) Set goals and create a plan for team by working with other students 3.74 .872 1c) Joint product creation using contributions from each student 2.79 1.228 1d) Group work presentation to their class, teacher or others 3.58 1.071 1e) Incorporate feedback on group tasks or products by working as a team 3.42 1.121 1f) Provide feedback to peers or assess other students’ work 3.37 .955 Communication Skills
1a) Data structured for use in written products or oral presentations (e.g., creating charts, tables or graphs)
2.84 1.015 1b) Ideas conveyed using media other than a written paper (e.g., posters,
video, blogs, etc.)
3.05 .970 1c) Oral presentation prepared and delivered to the teacher or others 3.21 1.316
1d) Questions answered in front of an audience 3.63 1.3
1e) Decide how they will present their work or demonstrate their learning 3.26 1.147 Creativity and Innovation Skills
1a) Techniques such as brainstorming or concept mapping used for idea creation
3.53 .964 1b) Own ideas generated on how to confront a problem or question 3.26 .991
1c) Different ideas and work were tested improve them 3.11 .937
1d) Solution invented for a complex, open-ended question or problem 3.00 1.00 1e) An original product or performance created to express their ideas 2.68 1.157
The finding shows that as for critical thinking skills, the lecturers preferred to encourage students to create or summarize their own interpretation based on what they have read or been taught (M= 3.47). This was followed asking students to Complete a task or assignment after comparing information from different sources (M= 3.11). The least used method in addressing critical thinking is asking students to try to answer questions or solve complex problems that don’t have one correct answer or solution ( M=2.58).
The finding in table 4 reflects the most commonly used method to address collaboration skills is encouraging students to complete a task by working together in pairs or small groups (M=4.26). This is followed by encouraging to set goals and create a plan for team by working with other students (M=3.74). The method least used in addressing collaboration skills is to create joint product using contributions from each student (M=2.79).
From the finding, it can be seen that the lecturers have employed the question and answer session in front of the audience (M=3.63) to develop communication skills. The least commonly used approach to develop communication skill by structuring data to be used in written products or oral presentations (M=2.84).
In order to enhance the students’ creative and innovative skills, the lecturers have engaged the students in various activities. The frequently used approach is to use techniques such as brainstorming or concept mapping to create idea (M=3.53) and this is followed by engaging students in activities to encourage own ideas generation on how to confront a problem or question (M3.26). The least used approach to engage the students in creative and innovative skill is to encourage original product or performance creation to express their ideas (M=2.68).
4.3 Lecturers’ awareness of having taught and assessed each skill
The third part of the questionnaire looked at the respondents’ awareness of having taught and assessed each skill. A 5-point Likert scale (1= “Not Really”, 2 = “To a minor extent”, 3= “To a moderate extent, 4= “To a great extent”, and 5= “To a very great extent” was used to assess the items.
Table 5: Lecturers’ awareness of having taught and assessed each skill
Skills Mean Standard
Deviation (SD) Critical Thinking Skills
1a) I have tried to develop critical thinking skills of students 3.53 .905 1b) While in my class most of the students have learned critical thinking skills 2.89 .809 1c) Critical thinking skills of students were effectively assessed. 3.11 .809 Collaboration Skills
1a) I have tried to develop collaboration skills of students 4.11 .658 1b) While in my class most of the students have learned collaboration skills 3.95 .780 1c) Collaboration skills of students were effectively assessed. 3.84 .834 Communication Skills
1a) I have tried to develop communication skills of students 4.37 .597 1b) While in my class most of the students have learned communication skills 4.26 .452 1c) Communication skills of students were effectively assessed. 4.16 .602 Creativity and Innovation Skills
1a) I have tried to develop creativity and innovation skills of students 3.42 .902 1b) While in my class most of the students have learned creativity and
innovation skills
3.00 .943
1c) Creativity and innovation skills of students were effectively assessed. 3.11 .937
Table 5 shows the lecturers’ awareness of having taught or assessed each skill in their teaching and learning process. The overall findings show that the lecturers have taught and assessed all the four skills in their teaching and learning process. The skill which was frequently taught and assessed is communication skills ( M=4.26) followed by collaboration skills (M=3.96) and both critical thinking skills and creativity and innovation skills recorded the same mean (M=3.17).
The overall findings show that the lecturers are ready to embrace the 21st century education.
The findings also reveal that the most frequently addressed skills are collaboration and communication skills.
5.0 Conclusion
The study explored Malaysian polytechnic lecturers’ readiness in embracing 21st century education. The results suggest that the lecturers have employed the 21st century education skills in their teaching and learning process. The lecturers realized that the students’ academic grades alone cannot be used as a key measure tool of real-world knowledge and skills. On the other hand, higher education institution has to be prepared to adapt and change their syllabus and delivery methods in to equip students with the necessary skills to be able to fit the 21st century job market.
The importance of chalk and talk method cannot be denied as it always comes first in a lesson but it has to be balanced with other instructional strategies that can foster higher order thinking to create 21st century students who are ready to face the challenges at the workplace.
Hence, lecturers need to align themselves with the changes to cater to the industry. Graduates need to be equipped with the ability to solve complex problems, lead teams made up of humans and machines and have a strong ICT foundation to make informed decisions quickly.
Many factors can influence the lecturer’s readiness in embracing the 21st century education.
This research is limited to 32 Malaysian polytechnic lecturers, hence there are rooms for more studies to be carried out.
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