A revision of activity theory to foster communicative twenty-first-century skills

Soraya García-Sánchez, Nicholas C. Burbules

Research output: Contribution to journalArticle

Abstract

Based on activity theory (AT), this article focuses on a review of supportive learning environments that promote successful communication skills. We are living in a period of transformation in education, and our conception of learning outcomes must keep pace with technological advances. Today's citizens must effectively communicate in written or oral forms. Effective communication implies other integrated abilities, including autonomy, critical thinking, interaction, and creativity. It also encompasses many of the principal competencies learners should be able to perform in any field. The findings of this revision suggest implementing four key twenty-first-century skills so that the higher-education learner is able to successfully work both independently and collaboratively-and this too requires adequate skills in social networking and communication.

Original languageEnglish (US)
Pages (from-to)1-12
Number of pages12
JournalInternational Journal of Learning
Volume24
Issue number1
DOIs
StatePublished - Jan 1 2017

Fingerprint

twenty-first century
communication
communication skills
networking
creativity
education
learning environment
autonomy
citizen
ability
interaction
learning

Keywords

  • Activity theory
  • Collaborative learning
  • Communication
  • Ubiquitous learning

ASJC Scopus subject areas

  • Education

Cite this

A revision of activity theory to foster communicative twenty-first-century skills. / García-Sánchez, Soraya; Burbules, Nicholas C.

In: International Journal of Learning, Vol. 24, No. 1, 01.01.2017, p. 1-12.

Research output: Contribution to journalArticle

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