Abstract:
This paper defines a learning environment in a tertiary institution that enabled the development of 21st century skills, and tries to answer the question: "To what extent can 21st century competencies and character qualities be developed in postgraduate modules that are following a constructionist teaching and learning approach?" A sample size of 27 participants that included seventeen males and ten females. Eighteen students were enrolled for CEL module, and nine for the other CIT module. This study was carried out at the Faculty of Education, Computer-Integrated Education (CIE) at Pretoria University. The study investigated how a constructionist learning environment can support the development of 21st century skills. It implemented a multiple case study strategy. Data for this study was collected using a survey, participant observation, semi-structured interviews and document analysis and was analysed manually. The researcher studied the impact of this learning environment on students who had little or no experiences with learning in such an environment. Students worked individually and in groups and created artefacts that enabled them to develop 21st century competencies and character qualities. A survey was administered at the beginning and at the end of the study to capture students' perceptions about constructionist learning and 21st century skills. They showed positive attitude towards the learning environment with respect to the two modules motivation and understanding, skills and their group work abilities. By integrating Computer as Cognitive tools (CIT) and eLearning (CEL) modules into a constructionist learning environment, students learned to design and developed 21st century competencies and character qualities. The findings of this study provide concrete stimulus for higher education institutions to integrate subject teaching by technology and constructionist way of teaching and leaning into the classrooms in order to prepare graduates to fit into the 21st century society and workplace.
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