E-task-based learning approach to enhancing 21st-century learning outcomes

Abstract

Building a learning environment for students to meet educational objectives is a major challenge facing education stakeholders, particularly teachers. This study aimed to design and implement an e-task-based approach (eTBA) and examine its impact on 21st-century learning outcomes (21st-CLOCs)-namely, critical thinking and problem solving, collaboration across networks, agility and adaptability, effective communication, initiative and entrepreneurialism, accessing and analyzing information, and curiosity and optimism-in a kindergarten sample (N = 22). A mixed-methods approach was adopted. Observation forms and rubrics were designed and used to collect evidence on 21st-CLOCs, and a repeated-measures analysis of variance was used to measure patterns of progress during a 24-week experiment. Over the course of 12 experience task activities, the 21st-CLOCs developed significantly. Children's overall learning outcomes improved as a result of the e-task-based approach applied in this study. Experiencing three task activities was enough for children to cope with the outcomes, with respect to children's individual variations. Further research is required to apply the e-task based approach to different contexts and grade levels.