Authentic Learning: My Reflective Journey With Postgraduates

Abstract

Authentic learning is well documented in the education literature, whether drawing upon the dimensions of social capital in which student learning is enhanced through partnerships and group learning or the teacher acting as facilitator. What does this all mean in practice? This reflective article observes a number of practical learning points that embrace the principles of authentic learning as described by the author when making a series of changes to a tourism postgraduate course. This article highlights the role of formalizing incremental learning as a feedback mechanism for nonclassroom learning, which includes the importance of variety in assignments to stimulate creative and critical skills. This article creates a sense of authentic learning through action research, which encompasses a student's construction and negotiation of knowledge, shows how the role of the teacher is that of a facilitator rather than a formal teacher, and finally, presents the difficulties students encounter engaging with this learning approach.