Authentic Learning: Bridging the Gap of Knowledge and Action in South African Higher Education

Hlaviso A Motlhaka

doi:10.5901/mjss.2014.v5n23p891

Abstract

This article addresses the issue of authentic learning as a pedagogical approach in South African university in the Free State Province to bridge the gap of knowledge and action for meaningful teaching and learning of English as a Second Language (ESL). The aim of the study was to investigate the connection between authentic learning and problem-based learning in the hope of establishing effective strategies of teaching ESL. The researcher used qualitative research approach with phenomenological research design. The research population of this study encompassed eight first-year students and eight ESL lecturers with less than six years teaching experience in the faculty of education at an institution of higher learning and information was gathered through the use of open-ended questionnaires and focus group interviews. The findings found that technology has a profound impact on authentic learning in Higher Education because it gives students access to reliable, first-hand information for investigation and analysis, as well as a larger real-world audience outside the classroom. This article also finds that authentic learning recognizes students as legitimate peripheral participants in a community of practice to be competitive in a global job market. Finally, it outlines the roles of the lecturer as a nurturer and innovator who strives to broaden student learning experiences through sharing with the world outside the school walls and provides recommendations to help lecturers and researchers in enhancing students’ ESL learning through the use of authentic learning paradigm. DOI: 10.5901/mjss.2014.v5n23p891

Highlights

Introduction and BackgroundThrough the use of authentic learning as a pedagogical approach, students are able to explore, discuss and construct meaningful concepts in real-world context relevant to them (Donovan, Bransford, & Pellegrino, 1999)
The goal of authentic learning is to allow students to express their preferences of learning by doing rather than by listening as they engage in genuine English as a Second Language (ESL) learning which presents them with the opportunity to make direct connections between new material and their prior knowledge, and what is expected of them outside the classroom
It was found that real-life topics keep students on their toes and creates an excitement and fun for effective teaching of ESL components as long as they can see a direct personal benefits and life relevancy in what they are taught in school (Cheung, 2001)

Summary

Introduction

Introduction and BackgroundThrough the use of authentic learning as a pedagogical approach, students are able to explore, discuss and construct meaningful concepts in real-world context relevant to them (Donovan, Bransford, & Pellegrino, 1999). The goal of authentic learning is to allow students to express their preferences of learning by doing rather than by listening as they engage in genuine English as a Second Language (ESL) learning which presents them with the opportunity to make direct connections between new material and their prior knowledge, and what is expected of them outside the classroom. It allows students to express their preferences of learning by doing rather than by listening as they engage in a genuine learning which presents them with the opportunity to make direct connections between new material and their prior knowledge. Authentic learning helps undergraduate students to realize that their achievements are limited in the classroom but go beyond the classroom In this case, authentic learning provides undergraduate students with a means to bridge their experiences, knowledge, beliefs and learning curiosities into the classroom to trigger their intrinsic motivation when engaged in-service learning, apprenticeship, cooperative learning, job-shadowing and internship experiences among others (Cavanaugh, 2004). Problem-based learning is considered a highly motivational method of learning when integrated with authentic learning because it offers students with opportunities to complete the learning tasks and identify areas for improvement in their own reasoning ability

Objectives

Methods

Results

Conclusion