21st Century teacher skills: design principles for student engagement and success

Abstract

Low success rates in first year university modules can lead to lack of progression and reduced student success. One principal reason is that failing some subjects has a greater impact on progression than others. In this study a first year module that was marked as a priority module in the undergraduate BEd course was revised and reconceptualised using pedagogically sound design principles derived from a design-based research approach. The research explains how an institutional intervention plan was replaced by sound module design and innovative teaching in a blended mode to address poor student success in previous years. The design-based research approach led to a number of draft design principles which were tested and refined throughout the presentation of the module in 2019. Besides the design principles, a number of other strategies and ideas led to an extremely positive outcome and greater student success in a module focusing on 21st century teacher skills.