Core competences of the 21st century learner are defined diversely according to
with institutions; however, it may be summarized largely into the following three
categories such as autonomous behavior, tool utilization, and social interaction
competences. The learning method to cultivate such core competences, however,
should be different from traditional lecture-oriented and teacher-led classes, hence,
‘e-PBL’ in this study has been intended to be proposed as an alternative pedagogy to
enhance the core competences.
For this purpose, this study, based upon the analysis framework of core
competences, reviewed learning effects of 47 “e-PBL” studies selected out of related
research published at the KCI during 2000 to 2013, and then analyzed how well the
learning effects of the selected e-PBL studies have matched with each category and
sub-element of the core competences.
As results, first, it was found that the learning effects of the e-PBL classes mostly
have satisfied all the specific categories and sub-elements of the core competences.
Second, despite a slightly different ratio, both k-12 and secondary school students in
the e-PBL class, regardless of subject matters and used technologies, showed
positive increase in all the categories of the core competences.
In conclusion, this study insists that e-PBL, the technology-enabled
learner-centered pedagogy, may be seen as an alternative to meet the needs of
fostering the core competences of the 21st Century learner