Exploring Affective Dimensions of Authentic Geographic Education Using a Qualitative Document Analysis of Students’ YouthMappers Blogs

Rebecca Hite,Patricia Solís,Lindsay Wargo,Thomas Larsen

doi:10.3390/educsci8040173

Abstract

Research suggests numerous cognitive benefits of authentic learning experiences. Beyond cognition, there are additional dimensions for learners who engage in authentic learning experiences. In education, the affective experiences of authentic learning and the role of students’ social interactions remain largely unexplored. This paper examines students’ affective and social experiences derived from blog posts published on the YouthMappers website. YouthMappers is an international network of university students who create open map data for humanitarian and development programming. In an analysis of two years (2016–2017) of 82 blogs from the YouthMappers network, students from the U.S. and abroad report motivating experiences fueled by social events and gatherings. The participants also find value in communicating with, encouraging, educating, and supporting their peers. Geographic region and gender also play a part in their accounts. This paper seeks to advance research in student affect and social interactions during authentic learning experiences. Positive affective and social experiences may be employed to create authentic learning experiences, building impactful social and emotional experiences for globally-diverse students.

Highlights

In modern P-20 education, there is a discrepancy between the types of learning that occur in school and their application to real-world situations
We investigated students’ open-ended writing upon participation in authentic learning experience [10]
Informal writing, like voluntary blogging, can provide unique insight into students’ experiences in an authentic learning activity. This lends well to use of the YouthMappers blogs as data source, as they are venues to explore the students’ focus of authentic activity, illuminating affective expressions about authentic learning that may not be captured by traditional, cognition-focused assessments [35]

Summary

Introduction

In modern P-20 education, there is a discrepancy between the types of learning that occur in school and their application to real-world situations. Schools remain centered on drill-and-response instruction, with a focus on memorization to meet benchmarks on standardized, high-stakes tests [2,3]. This style of teaching and learning neglects the practical skills and knowledge applications needed to be a successful or accomplished adult [4,5]. Students struggle translating their acquired knowledge to real-life situations. Educators struggle with assessing students’ acquisition of cognitive (learning) and non-cognitive (practical, soft) skills [8] and fostering positive affect (emotions) help facilitate student enjoyment of and active engagement in learning [9]

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