Authentic learning principles in a web-based student-centred learning environment

Globally educational institutions have already begun introducing technological tools into teaching and learning. However, there is a lack of confidence about the effectiveness of online learning materials as technology is often used ineffectively in classrooms. There is now a need for web-based learning environments to be authentic and to provide students with relevant learning content which they can apply in real life. There is also a lack of pedagogy and proper design guidelines for the development of web-based learning materials and a need to move towards more student-centred web-based learning systems. Therefore in this study authentic learning principles outlined by Herrington and Kervin (2007) were adapted and incorporated into interactive modules and delivered in a web-based student-centred learning environment. Students were given access to the authentic learning modules and the students’ attitudes and perceptions of the learning environment were evaluated and assessed. Results were highly favourable towards the use of the authentic web-based interactive modules as the findings indicated that authenticity and relevancy were important factors in the learning environment, as was the use of multimedia and the web environment, which supported the authentic content. The student learning process was enhanced and the results of the student learning outcomes indicated statistically significant positive changes. These results culminated into an Authentic Web-based Student-centred Learning Environment (AWSLE) conceptual framework that can provide educators with an effective design guideline for creating authentic web-based student-centred learning environments

Cultivating problem-solving skills in Malaysian undergraduates: An authentic blended learning approach

In Malaysia, a survey conducted by TalentCorp in collaboration with the World Bank concluded that employer’s found recent graduates were lacking important soft skills - one of which is problem-solving skills (‘Matching talent to jobs: Trends in graduate employability’, 2014). The Malaysian Ministry of Higher Education, in the National Graduate Employability Blueprint 2012-2017, also highlighted the issue of graduates’ inability to solve problems as a key factor affecting graduate employability (Ministry of Higher Education, 2012). Therefore, this study presents a blended learning environment designed with Authentic Learning strategies outlined by Herrington and Kervin (2007) as a framework to facilitate problem-solving skills among learners. The learning environment also centred on an authentic problem-based group project that students worked collaboratively to solve as part of the learning experience throughout the trimester. The group project was designed to reflect real-world cases, which would allow students to experience an authentic learning process as they take on different roles and responsibilities throughout the completion of the project. Learning was further facilitated through in-class discussions, consultations with the lecturer, by accessing learning materials that were available online 24/7, collaborating via web tools and documenting their learning process using blogs. Results show a positive response from students towards the authentic blended learning environment. Students found the group project relevant and were more engaged in their learning. The learning environment was found to encourage the acquisition of transferrable knowledge and skills, made learning a more active process, and enhanced understanding. Results therefore provide support for the design and development of learning environments that are authentic and blended as an approach to cultivate graduates with the problem solving skills they need to increase their employability

Applying Authentic Learning Strategies in a Multimedia and Web Learning Environment (MWLE): Malaysian Students' Perspective

The advancements of ICT have impacted significantly on educators to utilise the technologies in their classrooms (Sivapalan & Wan Fatimah, 2010). There is also a significant move to make curriculum and content more authentic and relevant for student learning (Apple, 2008) and to allow students to become creative thinkers and problem solvers. However, there is more to utilizing information technology than merely uploading teaching materials online (Palloff & Pratt, 2001), and educators still lack the confidence in designing proper learning environments that engage and educate (Chung 2008). This paper presents a study conducted that incorporated Herrington and Kervin's (2007) authentic learning strategies into a multimedia learning environment (MWLE) and reports on its impact on student learning. Results showed that students reported positively towards learning in this environment and to the authentic activities in the modules, which allowed them to do well in their project. These results strongly support authentic learning strategies as a means to innovate and engage students in technology-backed 21st century classrooms

Exploring the Use of Immersive Technology in Education to Bring Abstract Theoretical Concepts to Life

Over the years educators have adopted a variety of technologies in a bid to improve student engagement, interest and understanding of abstract topics taught in the classroom. There has been an increasing interest in immersive technology such as Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR). The ability of VR to bring ideas to life in three dimensional spaces in a way that is easy for students to understand the subject matter makes it one of the important tools available today for education. A key feature of VR is the ability to provide multi-sensory visuals and virtual interaction to students wearing a Head Mounted Display thus providing students better learning experience and connection to the subject matter. Virtual Reality has been used for training purposes in the health sector, military, workplace training, gamification and exploration of sites and countless others. With the potential benefits of virtual technology in visualizing abstract concepts in a realistic virtual world, this paper presents a plan to study the use of situated cognition theory as a learning framework to develop an immersive VR application that would be used to train and prepare students studying Telecommunications Engineering for the workplace. This paper presents a review of literature in the area of Virtual Reality in education, offers insight into the motivation behind this research and the planned methodology in carrying out the research

Exploring the Use of Immersive Technology in Education to Bring Abstract Theoretical Concepts to Life

As the current educational trend seems to be shifting towards adoption of blended and hybrid learning, there is a need to adopt a technology that is able to offer authentic remote learning for students. With the increasingly sophistication of mobile devices/mobile technology and change in socio-cultural trend, mobile devices have become an important tool for learning in and outside the classroom. But there is more to the adoption of technology in education. One must note that it is important to base the adoption of technology in education with the right pedagogy. This research aims to develop a gamified, augmented reality app based on the theoretical guidelines mentioned in the authentic learning theory. Researchers have considered learning by doing as the most effective way of learning, which is the core principle authentic learning is based on. This is the reason for the adoption of authentic learning theory in this research. The visualization and stimulation capabilities of mobile devices make it a good fit for the implementation of authentic learning. This research hopes to create an augmented reality, gamified learning app that can provide students with an authentic learning experience which is close to real world learning experience. The ability of augmented reality to visualize complex and difficult to describe scenarios while providing hands-on simulation for students make it very important for learning. Also, gamification can provide students with the motivation and engagement needed to learn in a fun and exciting environment. This research will be investigating the effectiveness of a gamified augmented reality app based on authentic learning principles on student learning

Exploring the Use of Immersive Technology in Education to Bring Abstract Theoretical Concepts to Life

Over the years educators have adopted a variety of technologies in a bid to improve student engagement, interest and understanding of abstract topics taught in the classroom. There has been an increasing interest in immersive technology such as Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR). The ability of VR to bring ideas to life in three dimensional spaces in a way that is easy for students to understand the subject matter makes it one of the important tools available today for education. A key feature of VR is the ability to provide multi-sensory visuals and virtual interaction to students wearing a Head Mounted Display thus providing students better learning experience and connection to the subject matter. Virtual Reality has been used for training purposes in the health sector, military, workplace training, gamification and exploration of sites and countless others. With the potential benefits of virtual technology in visualizing abstract concepts in a realistic virtual world, this paper presents a plan to study the use of situated cognition theory as a learning framework to develop an immersive VR application that would be used to train and prepare students studying Telecommunications Engineering for the workplace. This paper presents a review of literature in the area of Virtual Reality in education, offers insight into the motivation behind this research and the planned methodology in carrying out the research

Instructional relationships within a web-based learning environment: Students’ perceptions in a Malaysian classroom

The tertiary education in Malaysia like many countries in the South-east Asia region has gone through a huge transformation since the enhancement of web technologies. With the easy access of Web 2.0 tools, learners are able to engage in meaningful social interaction that can be harness into the educational context. The shift towards active student-centred learning strategies has allowed educators to continuously transform their classroom into a more active and interactive learning environment. This study investigated the instructional relationships, created by the use of web 2.0 and multimedia technologies and using Laurillard's (1993) Conversational Framework, between the teacher, students and technology. Results showed that using web 2.0 as a mediating component in the instructional process was interesting and effective for the student learning process and the Conversational Framework was successfully adapted in this learning environment

The DARE Project: Exploring Creative Multimedia Students’ Acceptance Towards Augmented Reality-enhanced Learning Environments

In an effort to prepare graduates for the onset of Industry 4.0, higher education in Malaysia have been heeding the call by the Malaysian Ministry of Education to look into utilization of technology materials and bring classrooms online. However, the physical learning space or classroom has largely remained the same. Hence there is a growing need to ensure that the physical learning environments are as engaging and immersive as online environments. Augmented reality (AR) emerges as one of the key technologies that educators can use to "augment" the physical learning space. This paper presents as study that looked into the use of AR technology with Authentic Learning elements

Enhancing Students’ Online Learning Experiences with Artificial Intelligence (AI): The MERLIN Project

The COVID-19 pandemic led to all institutions of education having to transition to fully online learning almost immediately. However, research showed that online learning still lacked adequate interactions with students. This is even more problematic when students are online learning on their own, when adequate online scaffolding activities are absent. This study investigated the impact of chatbots as a scaffolding agent to assist student learning during their independent online learning times. A total of 62 Diploma level students participated in this mixed method research study and presented with a multimedia-based AI chatbot named MERLIN. Data was collected on their attitudes towards using it. Results showed that students were motivated to learn more using MERLIN, improved their learning, and wanted more chatbots in their other courses. These findings have important implications for using AI chatbots as a scaffolding and instructional tool in 21st-century learning environments