Yes! I Want My Non-Cognitive Skills to Be Improved: Perceptions on an ICT-Enabled Learning Journey

Non-cognitive skills (NCS) are important for personal development and enhancing employability. However, as related literature points out, designs for NCS development are challenged by their fidelity, complexity, technology pedagogy and content value, user-centricity and so forth. Thus, this study in...

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Autores principales:	Maria Petritsopoulou, Thashmee Karunaratne, Myrsini Glinos
Formato:	article
Lenguaje:	EN
Publicado:	Kassel University Press 2021
Materias:	Non-cognitive skills NCS Assessment Lifelong learning Technology mediated learning User perception Education L Information technology T58.5-58.64
Acceso en línea:	https://doaj.org/article/18083bc1a7f045418d1993b1afeae747
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spelling	oai:doaj.org-article:18083bc1a7f045418d1993b1afeae7472021-11-30T09:15:18ZYes! I Want My Non-Cognitive Skills to Be Improved: Perceptions on an ICT-Enabled Learning Journey10.3991/ijet.v16i22.246651863-0383https://doaj.org/article/18083bc1a7f045418d1993b1afeae7472021-11-01T00:00:00Zhttps://www.online-journals.org/index.php/i-jet/article/view/24665https://doaj.org/toc/1863-0383Non-cognitive skills (NCS) are important for personal development and enhancing employability. However, as related literature points out, designs for NCS development are challenged by their fidelity, complexity, technology pedagogy and content value, user-centricity and so forth. Thus, this study investigates on 1) how do individuals recognise their needs, challenges and motivations for improving NCS, and 2) how do they envision their individual roadmap towards NCS achievement. An exploratory strategy is followed in capturing the learners’ perceptions. Expected data were collected by a questionnaire aiming at a sample of 80 purposely selected employable adults, followed by interviews with 11 randomly selected individuals among the sample. The outcomes provided feedback towards optimising design concepts for an NCS learning environment. Consequently, the framework for NCS improvement must include components, in the order of importance, tools for assessment of NCS, premises for learning NCS, dynamic CV, and linking to the occupations of individual interests as envisioned by the respondents. The participants recognised the significance of NCS and that NCS contribute meaningfully to their personal and professional growth. As such, research efforts shall be invested in evaluating the methods and tools in a systematic user-centric process to determine their effectiveness and impact in lifelong learning.Maria PetritsopoulouThashmee KarunaratneMyrsini GlinosKassel University PressarticleNon-cognitive skillsNCSAssessmentLifelong learningTechnology mediated learningUser perceptionEducationLInformation technologyT58.5-58.64ENInternational Journal of Emerging Technologies in Learning (iJET), Vol 16, Iss 22 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Non-cognitive skills NCS Assessment Lifelong learning Technology mediated learning User perception Education L Information technology T58.5-58.64
spellingShingle	Non-cognitive skills NCS Assessment Lifelong learning Technology mediated learning User perception Education L Information technology T58.5-58.64 Maria Petritsopoulou Thashmee Karunaratne Myrsini Glinos Yes! I Want My Non-Cognitive Skills to Be Improved: Perceptions on an ICT-Enabled Learning Journey
description	Non-cognitive skills (NCS) are important for personal development and enhancing employability. However, as related literature points out, designs for NCS development are challenged by their fidelity, complexity, technology pedagogy and content value, user-centricity and so forth. Thus, this study investigates on 1) how do individuals recognise their needs, challenges and motivations for improving NCS, and 2) how do they envision their individual roadmap towards NCS achievement. An exploratory strategy is followed in capturing the learners’ perceptions. Expected data were collected by a questionnaire aiming at a sample of 80 purposely selected employable adults, followed by interviews with 11 randomly selected individuals among the sample. The outcomes provided feedback towards optimising design concepts for an NCS learning environment. Consequently, the framework for NCS improvement must include components, in the order of importance, tools for assessment of NCS, premises for learning NCS, dynamic CV, and linking to the occupations of individual interests as envisioned by the respondents. The participants recognised the significance of NCS and that NCS contribute meaningfully to their personal and professional growth. As such, research efforts shall be invested in evaluating the methods and tools in a systematic user-centric process to determine their effectiveness and impact in lifelong learning.
format	article
author	Maria Petritsopoulou Thashmee Karunaratne Myrsini Glinos
author_facet	Maria Petritsopoulou Thashmee Karunaratne Myrsini Glinos
author_sort	Maria Petritsopoulou
title	Yes! I Want My Non-Cognitive Skills to Be Improved: Perceptions on an ICT-Enabled Learning Journey
title_short	Yes! I Want My Non-Cognitive Skills to Be Improved: Perceptions on an ICT-Enabled Learning Journey
title_full	Yes! I Want My Non-Cognitive Skills to Be Improved: Perceptions on an ICT-Enabled Learning Journey
title_fullStr	Yes! I Want My Non-Cognitive Skills to Be Improved: Perceptions on an ICT-Enabled Learning Journey
title_full_unstemmed	Yes! I Want My Non-Cognitive Skills to Be Improved: Perceptions on an ICT-Enabled Learning Journey
title_sort	yes! i want my non-cognitive skills to be improved: perceptions on an ict-enabled learning journey
publisher	Kassel University Press
publishDate	2021
url	https://doaj.org/article/18083bc1a7f045418d1993b1afeae747
work_keys_str_mv	AT mariapetritsopoulou yesiwantmynoncognitiveskillstobeimprovedperceptionsonanictenabledlearningjourney AT thashmeekarunaratne yesiwantmynoncognitiveskillstobeimprovedperceptionsonanictenabledlearningjourney AT myrsiniglinos yesiwantmynoncognitiveskillstobeimprovedperceptionsonanictenabledlearningjourney
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Yes! I Want My Non-Cognitive Skills to Be Improved: Perceptions on an ICT-Enabled Learning Journey

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