Studies on Learning and Instruction Befitting the 21st Century

Abstract

    This article aims to consider how the current studies on learning and instruction can contribute to learning appropriate for the 21st century.  Based on the recent discussions on 21st-century-style learning in the educational circle, the author reviews the publications in the past year by classifying them into three types: cognitive process of learning, self-regulated learning, and collaborative learning.  As for the cognitive process of learning, it is revealed that the number of researches on knowledge acquisition and memory is less than that of those on thinking, problem-solving and linguistic expressions.  Many studies on linguistic expressions, on the other hand, suggest concrete and practical implications on nurturing the communication competency.  The researches on self-regulated learning suggest that studies to discover adaptive aspects in maladaptive learning behaviors can bring about practical proposals.  The focus of attention in the researches on collaborative learning seems to be changing from figuring out the function of collaboration to searching for influence factors and developing practical lessons using collaborative learning.  Finally, the author proposes future directions the studies should take to put the 21st-century-style learning and instruction into practical use.