A reality check: Taking authentic e-learning from design to implemntation

Tampere University of Applied Sciences has developed a postgraduate certificate program for teaching in higher education that is currently being implemented at Higher Colleges of Technology in the United Arab Emirates. In the design of the program, the principles of authentic e-learning (Herrington, Reeves, & Oliver 2010) have been used as a guideline. This paper examines how the design principles have been transferred into practice and how the elements of authentic learning have been realized from the student perspective. The experiences of the students have been mapped in a survey conducted after the first semester of the program. The data was analyzed with the help of the authentic e-learning framework in order to identify the challenges and successes regarding the implementation of the elements of authentic e-learning and thus draw guidelines for future development

A cross‐faculty simulation model for authentic learning

This paper proposes a cross‐faculty simulation model for authentic learning that bridges the gap between short group‐based simulations within the classroom and longer individual placements in professional working contexts. Dissemination of the model is expected to widen the use of authentic learning approaches in higher education (HE). The model is based on a cross‐faculty project in which UK HE students acted as professional developers to produce prototype educational games for academic clients from other subject areas. Perceptions about the project were obtained from interviews with project participants. The stakeholders believed the cross‐faculty simulation to be a motivating learning experience, whilst identifying possible improvements. To evaluate whether the authenticity of the student–client relationship could be improved, the interview data were compared to four themes for authentic learning described by Rule in 2006. The data supported Rule’s themes, whilst highlighting the added value gained from meta‐awareness of the simulation as a learning opportunity

Virtual worlds are authentic sites for learning

This chapter considers how ‘meaningful learning’ can be understood in the context of knowledge-age skills. Through a study conducted in Second Life™, it investigates whether terms such as ‘authentic’, ‘active’ and ‘collaborative’ can be applied to activities undertaken in virtual worlds. It examines the knowledge-age skills employed in virtual worlds, relating these skills to the characteristics of the learning environment. Finally, it asks whether the distinction between meaningful and non-meaningful learning environments is more important for the development of knowledge-age skills than the distinction between formal and informal situations or between staff-run and student-run situations

Understanding new ways of learning in the 21st century: A preliminary study into mobile technologies

In this paper, we describe a theoretical framework and design of a study of mobile technologies in a first year university course, where students use mobile phones, or smartphones as cognitive tools. The paper describes a broader study into the use of mobile technologies with authentic learning environments, and then outlines a plan for an investigation into the nature of use of the devices in the completion of an authentic task

Rich environments for active learning in action: Problem‐based learning

Rich Environments for Active Learning (REALs) are comprehensive instructional systems that are consistent with constructivist theories. They promote study and investigation within authentic contexts; encourage the growth of student responsibility, initiative, decision making and intentional learning; cultivate collaboration among students and teachers; utilize dynamic, interdisciplinary, generative learning activities that promote higher‐order thinking processes to help students develop rich and complex knowledge structures; and assess student progress in content and learning‐to‐learn within authentic contexts using realistic tasks and performances. Problem‐Based Learning (PBL) is an instructional methodology that can be used to create REALs. PBL's student‐centred approach engages students in a continuous collaborative process of building and reshaping understanding as a natural consequence of their experiences and interactions within learning environments that authentically reflect the world around them. In this way, PBL and REALs are a response to teacher‐centred educational practices that promote the development of inert knowledge, such as conventional teacher‐to‐student knowledge dissemination activities. In this article, we compare existing assumptions underlying teacher‐directed educational practice with new assumptions that promote problem solving and higher‐level thinking by putting students at the centre of learning activities. We also examine the theoretical foundation that supports these new assumptions and the need for REALs. Finally, we describe each REAL characteristic and provide supporting examples of REALs in action using PB

The impact on values and learning behaviours of engineering students from an authentic learning environment: preliminary analysis and observations

Cochrane & Goh (2008) explore a librarian's and course examiner's reflections on an information literacy experiment in a third year Materials Engineering course. Following this experiment, the course was restructured using authentic project-based learning and information literacy strategies. Authentic learning environments open up opportunities to help students learn about the value of research skills and the importance of professional sources. The research is framed around relational and constructivist pedagogy in that if students are immersed in a rich and authentic professional environment with real-time input from industry practitioners, they are more engaged with the learning experience as designed. This paper proposes that authentic learning environments designed around scaffolded learning opportunities have the ability to change the values and behaviours of engineering students. This paper provides additional research data that was not previously presented at the preliminary stage of the investigation. The observations and analysis presented are of a preliminary nature, hence, the suggested findings are provided with limitations on its reliability and validity

Developing Science Learning Material with Authentic Inquiry Learning Approach to Improve Problem Solving and Scientific Attitude

This research was conducted to (1) produce science material learning based Authentic Inquiry Learning which is appropriate to improve problem solving and students scientific attitude; (2) know the potency of developing scientific attitude in science learning material based authentic inquiry learning; and (3) know the potency of developing scientific attitude in science learning material based authentic inquiry learning. The research method was Research and Development (R & D), by pointing to Four D models and Borg & Gall Model. There were 4 main phases (define, design, develop, disseminate) and additional phases (preliminary field testing, main product revision, main field testing, and operational product revision). The instruments used included product validation questionnaire, problem solving test, observation sheet of problem solving, and scientific attitude questionnaire. Result data of validation, problem solving test, scientific attitude questionnaire were analyzed descriptively. The result showed that : (1) science learning material based authentic inquiry learning that was developed was considered as very good by expert lecturers and teachers, and it was appropriate to use in learning process; (2) science learning material based authentic inquiry learning could improve students\u27 problem solving; (3) science learning material based authentic inquiry learning could improve students\u27 scientific attitude

Problem-based Learning and Authentic Assessment on Conceptual Understanding and Ability to Solve Mathematical Problems

This study was aimed at finding out: 1) the difference in concept understanding and  ability to solve mathematical problems between the students who were facilitated with  problem-based learning  model and those facilitated with conventional learning model; 2)  the difference in concept understanding and ability to solve mathematical problems between the students who were facilitated with authentic assessment  and those who were facilitated with conventional assessment; and 3) the effect of interaction  between learning model  and assessment model on  concept understanding and ability to solve mathematical problems. This study was conducted at Politeknik Negeri Bali by using the 2x2 factorial experimental design. The sample consisted of 110 students. The data was collected using a test which has been validated, proved to have a reliability coefficient of 0.83 for concept comprehension test, and 0.88 for the problem-solving test. Furthermore, the data were analyzed with two-way Manova. The result of analysis showed significantly that: (1) there was a difference in concept understanding on mathematical problem-solving ability between the students facilitated with problem-based learning model and those facilitated with conventional model; (2) there was a difference in concept understanding and problem-solving ability between the students who were facilitated with authentic assessment, and those facilitated with conventional assessment; and (3) there was an effect of interaction between learning model and assessment on conceptual understanding and ability to solve mathematical problems