Online learning environments for transferable skills development: a systematic literature review from 2013–2022

作     者：Weng, Cathy Kassaw, Kifle Astatke, Melese Yang, Chichuan 

作者机构：Graduate Institute of Digital Learning and Education Empower Vocational Education research Center National Taiwan University of Science and Technology Taipei China Department of applied Foreign languages National Taiwan University of Science and Technology Taipei China 

出 版 物：《Interactive Learning Environments》 (Interact. Learn. Environ.)

年 卷 期：2024年第32卷第10期

页      面：6894-6914页

学科分类：0402[教育学-心理学(可授教育学、理学学位）] 0401[教育学-教育学] 04[教育学] 0812[工学-计算机科学与技术（可授工学、理学学位）] 

主　　题：literature review online learning environments soft skills Transferable skills twenty-first-century skills 

摘      要：This review examined the impact of online learning environments (OLE) on acquiring transferable skills (TS) through an analysis of 31 papers from the Web of Science database. Significant attention is given to critical thinking and communication skills, with moderate consideration given to creativity, problem-solving, and cooperation skills. Lesser emphasis is placed on negotiation, decision-making, self-management, resilience, and participation, while respect for diversity and empathy skills remains unexplored. STEM dominated the research focus in many articles, primarily focusing on higher education institutions, with limited attention to primary and secondary schools. Learning management systems (LMS) and online platforms are widely used for teaching TS. Quantitative research methods predominated, emphasizing the cognitive dimension of TS, and limited exploration of the social dimension. Therefore, OLE significantly impacts TS development, contributing to a more knowledgeable society, improved education, lifelong learning, personal empowerment, enhanced employee skills, and entrepreneurial outcomes fostering economic development. OLE also plays a pivotal role in nurturing civic engagement, peace, and social harmony. However, some articles underscore negative consequences, including challenges in communication skill development, prolonged adjustment periods, and increased challenge for learners. According to the review s findings, the authors provide recommendations to teachers, educators, curriculum designers, and researcher. © 2023 Informa UK Limited, trading as Taylor & Francis Group.