Authentic Contexts Research Articles

FATE in MMLA: A Student-Centred Exploration of Fairness, Accountability, Transparency, and Ethics in Multimodal Learning Analytics

Multimodal learning analytics (MMLA) integrates novel sensing technologies and artificial intelligence algorithms, providing opportunities to enhance student reflection during complex, collaborative learning experiences. Although recent advancements in MMLA have shown its capability to generate insights into diverse learning behaviours across various learning settings, little research has been conducted to evaluate these systems in authentic learning contexts, particularly regarding students' perceived fairness, accountability, transparency, and ethics (FATE). Understanding these perceptions is essential to using MMLA effectively without introducing ethical complications or negatively affecting how students learn. This study aimed to address this gap by assessing the FATE of MMLA in an authentic, collaborative learning context. We conducted semi-structured interviews with 14 undergraduate students who used MMLA visualizations for post-activity reflection. The findings highlighted the significance of accurate and comprehensive data representation to ensure visualization fairness, the need for different levels of data access to foster accountability, the imperative of measuring and cultivating transparency with students, and the necessity of transforming informed consent from dichotomous to continuous and measurable scales. While students value the benefits of MMLA, they also emphasize the importance of ethical considerations, highlighting a pressing need for the LA and MMLA communities to investigate and address FATE issues actively.

Higher Education Students’ Experiences of Game-Based Learning - Fostering and Hampering Aspects in Virtual Teamwork

The application of digital game-based learning (GBL) methods has lately received more attention in higher education (HE). An extensive body of previous investigations has recognised the potential of instructional games to advance the learning of appropriate work life skills. However, there seems to be a lack of understanding in the current literature regarding the students’ views towards meaningful ways to collaborate in virtual teams during educational activities. The current study is contextualised by a business simulation game and examines university students' experiences through working collaboratively in multi-site teams. In that context, the focus is on the fostering and hampering aspects of virtual collaboration as experienced by the students during the simulation sessions. The study was executed among 66 undergraduate university students in Finland. The data were collected from the students' reflection papers and were then analysed using a qualitative content analysis approach. The evidence shows that students experienced fostering and hampering aspects in relation to communication, collaboration, organising, and technology during the simulated sessions. As these are all very typical to modern distributed collaborative work, we may conclude that the GBL course presented in this study provided students with opportunities to experience and rehearse collaborative virtual teamwork in an authentic work context. Our findings highlight the importance of allowing students to practice 21st century skills in an authentic, safe and stimulating environment. Simulation games provide a feasible context for doing so.

Enhancing Learning Engagement in the Flipped Classroom using a Video-Annotation Tool

In the realm of academia, there has been a burgeoning interest in examining student engagement within the context of the flipped classroom approach, particularly at the higher education level. Nevertheless, research pertaining to a pivotal facet of this pedagogical methodology—namely, student engagement during the individualized, at-home preparatory phase—remains limited. Within this void, the primary objective of this study is to delve into the prospective benefits offered by a video annotation tool in augmenting students’ level of engagement during this autonomous study phase. Throughout the course of this investigation, a bespoke questionnaire was crafted, grounded in a multifaceted framework for evaluating student engagement, with a specific emphasis on dissecting four distinct dimensions: behavioral, emotional, agentive, and cognitive. This questionnaire is geared towards gauging student engagement within the domain of the Flipped Classroom model that relies on video-based instructional content—a facet heretofore poorly explored within the scholarly literature. Both quantitative and qualitative data were collected by administering the aforementioned questionnaire to a cohort of 68 undergraduate engineering students at Politecnico di Milano (Italy), all within the authentic context of a case study. The outcomes stemming from this empirical inquiry showcase a noteworthy enhancement in student engagement, with particular prominence accorded to the realms of emotional and agentive engagement. Moreover, this study establishes that the interactivity and proactive involvement necessitated by the video annotation tool do not obstruct students’ behavioral and cognitive engagement levels. In summation, this research endeavors to illuminate the potentiality of bridging a pivotal juncture in the Flipped Classroom paradigm, specifically the phase characterized by independent at-home study. This bridge is facilitated by the utilization of a video annotation tool designed to heighten student engagement. This transformative approach effectively transmutes the traditionally passive at-home study phase of the Flipped Classroom into an active experience, thereby enhancing the overall efficacy of this pedagogical approach.

Designing Effective Pedagogical Activities to Enhance Grammar Understanding and Communicative Competence in Intermediate-Level Adult SL Learners

This article explores strategies to enhance the grammatical understanding and communicative competence of intermediate-level adult second language learners by designing targeted pedagogical activities. It focuses on how pre-task, while-task, and post-task activities can effectively support learners in grasping complex grammatical concepts and applying them in real-world communicative scenarios. The study emphasizes that using grammar in authentic contexts significantly improves learners ability to communicate fluently in English, bridging the gap between theoretical knowledge and practical application.By integrating theory with practice, the article underlines the importance of designing teaching activities that are not only engaging but also aligned with the specific learning needs of adult students. The pre-task phase activates prior knowledge and introduces essential terms, while the while-task phase deepens understanding through critical discussion and note-taking. The post-task phase reinforces the application of learned grammar through role-plays and reflective writing, ensuring that learners can transfer their grammatical knowledge to everyday communication situations.Furthermore, the article provides practical insights into teaching strategies that foster active learning and critical thinking, encouraging learners to not only memorize grammar rules but also use them creatively in meaningful interactions. These strategies offer valuable guidance for educators in creating more effective grammar instruction plans tailored to adult learners' unique needs, ultimately enhancing both their linguistic proficiency and problem-solving skills.

Contextual Teaching Strategies in the Grammar Instruction of Teaching Chinese as a Foreign Language

Against the backdrop of globalization, the international status of the Chinese language has been increasingly elevated. However, its unique grammatical features pose significant challenges to non-native learners. Traditional grammar instruction focuses on the impartation of grammatical rules, neglecting the application of language in authentic contexts, which affects the accuracy of learners' Chinese communication. This paper analyzes the theoretical basis and practical application of contextual teaching strategies, demonstrating their significant advantages in improving the effectiveness of Chinese grammar instruction: they can promote the internalization and transfer of learners' language knowledge and enhance their cross-cultural communication skills. By analyzing the current implementation of these strategies, the paper profoundly analyzes the challenges faced in teaching, including the limitations of existing textbooks, the difficulty of teachers' preparation, and the constraints of classroom teaching time. It also proposes corresponding countermeasures and suggestions to support the practice and research of Chinese grammar instruction.

Exploring Conversational Implicature in Reality Show Dialogues: A Case Study of Violating Cooperative Principles in Divas Hit the Road (Season 5)

The cooperative principle, a cornerstone in pragmatics, serves as a framework for understanding how speakers strive for efficiency and clarity in communication. This study delves into the conversational dialogues from the tenth episode of the reality show Divas Hit the Road (Season 5) to analyze instances where the four maxims of the cooperative principle are violated. By examining these violations, the paper uncovers the diverse manifestations of conversational implicature and their pragmatic implications within the authentic communicative context of the show. The findings contribute to a deeper understanding of how speakers navigate complex social interactions through strategic language use.

INTEGRATING SERVICE LEARNING INTO MATHEMATICS PEDAGOGY FOR DEVELOPING PROSPECTIVE TEACHERS' METACOGNITION, PROBLEM-SOLVING SKILL AND PROFESSIONALISM

Service learning is an educational approach that integrates community service with academic instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. Integrating service learning into mathematics pedagogy for developing prospective teachers can have significant benefits in various areas, including metacognition, problem-solving skills, and professionalism. This research study objectifies to explore the strategies incorporated for integrating service learning into math pedagogy for developing prospective teachers’ metacognition and problem-solving skills which is an essential skill for a math teacher to develop. The study aims to explore various strategies of social learning to develop prospective teachers’ professionalism and last but not least, the study also aims to find out the influence of metacognition and problem-solving skills, gained through social learning, on the prospective teachers’ professionalism development. For this study systematic literature review is followed to collect data and thematic analysis is done. The findings of this piece of research study ensure a great educational implication by integrating service learning into mathematics pedagogy. These strategies aim to create authentic learning experiences that integrate mathematical problem-solving, community engagement, and reflective practices. By implementing these strategies, prospective teachers can develop metacognitive awareness, enhance their problem-solving skills, and cultivate essential professional dispositions and competencies necessary for effective teaching and community service. The result of the study also shows that by integrating service learning into mathematics pedagogy, prospective teachers have the opportunity to develop metacognitive skills, problem-solving abilities, and professional dispositions in authentic contexts. These experiences can contribute to their overall professional growth, preparing them to become effective, reflective, and socially responsible educators who are equipped to navigate the complexities of the teaching profession. KEYWORDS: Service learning, Mathematics pedagogy, Prospective teachers, Metacognition, Problem solving skill, Professionalism.

Applying Mentored Blended Learning With Mooc To Improve Preservice Teacher's Teaching Skill and Self-Efficacy

Purpose: The purpose of this study is to assess the effectiveness of the Mentored Blended Learning with MOOC (MBM) model in enhancing the teaching skills and self-efficacy of preservice teachers prior to their internships. By implementing this model, the study aims to provide insights into how a structured combination of mentorship, blended learning, and MOOCs can improve practical teaching competencies and confidence in preservice teachers, thereby informing future approaches in teacher education training programs. Theoretical reference: This study uses constructivist, social learning, self-efficacy, and blended learning models to enhance preservice teachers' teaching skills and self-efficacy, focusing on active learning, self-efficacy, and authentic contexts. Method and material: The study used a mixed-methods approach, involving 120 preservice teachers, 5 preschool teachers, and 5 experts. The MBM model was developed through focus group discussions and evaluated by experts. The experimental group received training through the MBM model, while the control group followed the traditional curriculum. Results and Conclusion: The study found that the Mentored Blended Learning with MOOC (MBM) model significantly improved the teaching skills and self-efficacy of preservice teachers compared to the control group. This suggests the MBM model's potential for improving teacher education by combining mentorship, blended learning, and MOOCs.

How do mandatory emergency medicine rotations contribute to the junior residents’ professional identity formation: a qualitative study

BackgroundThis study aims to investigate the impact of short-term mandatory emergency medicine rotations on professional identity formation of Japanese junior residents. Using situated learning theory as a theoretical framework, we explore how this rotation, which is part of a two-year Junior residency in the transition period from students to qualified physicians.MethodsWe conducted a qualitative study conducting semi-structured face-to-face interviews with Year 1 postgraduate residents in the 2020–2021 classes of the junior residency program in Okinawa Chubu Hospital, Japan (n = 10). The data obtained from the interviews were analysed using inductive thematic analysis to identify the themes regarding professional identity formation.ResultsFour main themes regarding professional identity formation emerged from the data analysis: patient care, teamwork, role models, and peers. Junior residents said they had the opportunity to participate in the emergency department community and experience training in authentic clinical contexts. Clinical exposure influenced the professional identity formation of the junior residents. Nurses and peers played a crucial role in this. Junior residents see the training in the emergency department as the beginning of their careers.ConclusionShort-term mandatory rotations enabled junior residents to integrate into the emergency department community, demonstrating autonomy and responsibility. These experiences fostered their professional identity by helping their socialisation within the community of practice.

Introducing bidirectional attention for autoregressive models in abstractive summarization

Abstractive summarization methods typically follow the autoregressive paradigm using the causal masks in the decoder for training and inference efficiency. However, this approach leads to a constant context throughout the generation process, which conflicting with the bidirectional characteristics of natural language. Although previous attempts have been made to incorporate bidirectional attention in the decoding process through non-autoregressive approach, the evaluation results are not comparable to the autoregressive methods. To bring bidirectional attention to the autoregressive process while maintaining superior performance, we propose the global autoregressive paradigm, which takes the outputs of the autoregressive process as additional inputs in the subsequent global iteration. Specifically, we build a bidirectional decoder alongside the original encoder and decoder to capture the bidirectional context of the outputs. This context is updated after each autoregressive decoding iteration. The decoder then integrates the updated context into subsequent autoregressive decoding steps, enhancing the generative process with a more comprehensive and authentic context. Additionally, we use contrastive learning to train the model to extract reliable features from the bidirectional context and apply reinforcement learning to improve the model's utilization of this context. We evaluate our method on CNN/DM, XSum, and NYT datasets, and the results highlight the significance of the bidirectional context. Our method achieves the best performance in terms of ROUGE-2 on CNN/DM (23.96), and performs comparably on XSum (25.45) and NYT (27.91). It also outperforms all the baselines in terms of BERTScore, with a score of 89.96 on CNN/DM, 92.70 on XSum, and 90.04 on NYT. Furthermore, our method can perform better with a larger beam size.

Practicality of syntax soft skill-based learning (Ss-BL): a new model in web-based entrepreneurship learning

The soft skills-based learning (Ss-BL) learning the methodology was proposed as an innovative approach to facilitate experiential learning in authentic real-world contexts. This was created to address the shortcomings of the Experiential Learning (EL) approach in enhancing student communication proficiency. Thus, this study's goal is to evaluate the viability of the Ss-BL learning paradigm. In this work, confirmatory factor analysis (CFA) and the Mile and Huberman methodology were employed in an exploratory sequential mixed methods approach. The paradigm for Ss-BL learning is created by conceptualization, theorization, hypothesization, and finalization phases. The research data was acquired via the process of document analysis and conducting a Focus Group Discussion (FGD). A focus group discussion (FGD) was carried out with a sample of 5 experts for research purposes. A non-test was the tool used in the FGD. The Ss-BL model consists of the Motivation, Observation, Real Experience, Implementation, Evaluation, Reflection phases. For all phases, a CFA value of 0.000 was obtained, that is, if the number is less than 2, it means that the Ss-BL model meets the goodness-of-fit model criterion. Among the innovative learning models suggested for entrepreneurial courses in vocational education, the Ss-BL model stands out as both a contribution to the advancement of knowledge and a viable option

Preparing preservice secondary science teachers to work with multilingual learners’ ideas: A case study of a community of practice using the TeachLivE™ virtual classroom

In this case study, we investigated how interdisciplinary teacher educators collaborated as a Community of Practice (CoP; n = 3) to support secondary science PSTs (n = 7) learning how to work with multilingual learners’ science ideas using a tri-focal instructional approach in the simulated classroom, TeachLivE™. Data sources included audio/visual recordings of TeachLivE™ sessions and a PST reflection survey. Findings showed the PSTs need continued support to implement the tri-focal approach and received collaborative feedback from the CoP. The PSTs appreciated the authentic context interacting with multilingual learners and the coaching sessions in TeachLivE™. Implications for future research and TeachLivE™ practices are discussed.

Direct Observation of Procedural Skills (DOPS) in Enhancing Clinical Competencies of Postgraduate Medical and Dental Education: A Scoping Review

Background: As postgraduate medical or dental education students, most of us will have come across Direct Observation of Procedural Skills or DOPS. DOPS promoted clinical effectiveness by evaluating practice-based skills in the authentic organizational context, and subsequently proactively feeding back the learning to learners. This scoping review sought to synthesize the work done in determining DOPS's effectiveness in enhancing clinical competencies in some fields of medicine and dentistry. Methods: The study was carried out by using the following search engines: PubMed, Medline, Google Scholar, Science Direct, SID, Medlib and Google searched unpublished sources (Gray literature) and selected references (reference of reference) by typing the following keywords: (DOPS), clinical competencies, postgraduate medical and dental education. Results: From 215 papers 40 were analyzed and together demonstrated the efficiency of the Direct Observation of Procedural Skills (DOPS) as an assessment tool for numerous medical and dental profiles. It was revealed that DOPS improved procedural confidence, procedural performance competence and general clinical skills, all over the world. In their views, learners and educators overestimated the usefulness of DOPS and acknowledged its function of enhancing clinical competencies and offering feedback. The participants encountered some difficulties such as time limitations, coordination problems, and curriculum mismatch Nevertheless, DOPS was much more effective than traditional approaches in increasing satisfaction and reliability of the assessments in various medical training settings. Conclusion: In the context of postgraduate medical and dental education and training, the DOPS assessment tool was found to be very effective in enhancing clinical competencies and procedural skills. However, the successful implementation has the points that need to be attended like the training of the assessors and standardization although there are benefits of the same. Further studies were encouraged to investigate ways of enhancing the use of DOPS and how best it could be incorporated into post-graduate training

ProcessGAN: Generating Privacy-Preserving Time-Aware Process Data with Conditional Generative Adversarial Nets

Process data constructed from event logs provides valuable insights into procedural dynamics over time. The confidential information in process data, together with the data's intricate nature, makes the datasets not sharable and challenging to collect. Consequently, research is limited using process data and analytics in the process mining domain. In this study, we introduced a synthetic process data generation task to address the limitation of sharable process data. We introduced a generative adversarial network, called ProcessGAN, to generate process data with activity sequences and corresponding timestamps. ProcessGAN consists of a transformer-based network as the generator, and a time-aware self-attention network as the discriminator. It can generate privacy-preserving process data from random noise. ProcessGAN considers the duration of the process and time intervals between activities to generate realistic activity sequences with timestamps. We evaluated ProcessGAN on five real-world datasets, two that are public and three collected in medical domains that are private. To evaluate the synthetic data, in addition to statistical metrics, we trained a supervised model to score the synthetic processes. We also used process mining to discover workflows for synthetic medical processes and had domain experts evaluate the clinical applicability of the synthetic workflows. ProcessGAN outperformed the existing generative models in generating complex processes with valid parallel pathways. The synthetic process data generated by ProcessGAN better represented the long-range dependencies between activities, a feature relevant to complicated medical and other processes. The timestamps generated by the ProcessGAN model showed similar distributions with the authentic timestamps. In addition, we trained a transformer-based network to generate synthetic contexts (e.g., patient demographics) that were associated with the synthetic processes. The synthetic contexts generated by our model outperformed the baseline models, with the distributions similar to the authentic contexts. We conclude that ProcessGAN can generate sharable synthetic process data indistinguishable from authentic data. Our source code is available in https://github.com/raaachli/ProcessGAN .

REFLECTION ON ACTION TO IMPROVE THE EDUCATIONAL CONTEXT AND EMANCIPATE IT FROM INSTITUTIONAL CONSTRAINTS. LANGUAGES AND DRAMA HAVE MUCH IN COMMON DESIGN ACTIVITIES

This action research delves into the incorporation of drama as a teaching method for English as a foreign language. It involves a systematic inquiry into instructional approach through a cyclical process that encompasses planning, implementing, observing, and reflecting. The utilization of drama in language classrooms yields numerous advantages, with the most noticeable outcome being the acquisition and application of new vocabulary and grammatical structures. By engaging in communicative activities within authentic contexts, students not only lower their affective filter but also enhance their language proficiency through practical application, thus aiming at: The effective use of drama elements in teaching English Language to FL students”. A range of drama activities can be utilized, including pantomime, role play, simulations, improvisation, reading plays, watching or listening to plays, staging plays, and writing plays. These activities actively engage participants both physically and emotionally, requiring them to take actions in order to advance the dramatic action. Among these activities, "dramatic playing" stands out as a prime example of deep participation. It aims to create an illusion, at the very least, of complete transformation, with the intention that participants will undergo personal growth through the experience. Participants are encouraged to exhibit responses and behaviours that align with this "illusion of transformation," and they are rewarded for doing so. Integrated skills can be acquired during drama classes. The various language skills should not be taught separately, for it is rare to employ grammar or only speaking or only writing. Drama is an ideal way to bring the skills of grammar, reading, writing, speaking, listening and pronunciation together in a course where the focus is not on form but rather fluency and meaning. It has been experimented that drama students could interpret and analyse on-act plays, explore improvisation activities, write their reactions and ideas in their journal, learn new vocabulary, practice pronunciation, and gain fluency and confidence. Through the activities it may appear that drama provides myriad ways for students to learn and appreciate language in meaningful, communicative contexts.

Inquiry into Teaching Listening and Speaking in High School English Classes Based on an Activity Perspective

This paper conducts an in-depth analysis of the issues present in current high school English listening and speaking classes and proposes corresponding improvements. Firstly, it identifies the challenges faced by high school English listening and speaking instruction, including inadequate emphasis on training listening and speaking skills by teachers, lack of operational and measurable course objectives, monotonous forms of activity organization, limitations in the use of listening materials and tools, weak connections between introductory segments and thematic content, failure to understand listening and speaking discourse based on thematic significance, neglect of teaching learning strategies, absence of learning activities in authentic contexts, and singular evaluation methods. Subsequently, a series of suggestions for enhancing teaching quality and efficiency are put forward, such as designing instruction around thematic contexts that integrate listening, speaking, reading, viewing, and writing skills; fostering the development of students’ core competencies, particularly language ability and cultural awareness; conducting comprehensive, interconnected, and practical learning activities; utilizing modern information technology to create a culturally rich learning environment; and implementing formative and multifaceted evaluation mechanisms. These improvement measures aim to enhance students’ listening and speaking abilities and cultivate them as lifelong learners with good listening and speaking habits.

Making Assessment Real: Audrey Holland's Contributions to the Assessment of Aphasia and Cognitive-Communication Disorders in Clinical and Research Settings.

For half a century, Dr. Audrey Holland investigated, developed, and implemented ways to extend the assessment of adult language and cognitive-communication disorders beyond traditional impairment-based approaches. This article summarizes Dr. Holland's many groundbreaking contributions to assessment practices by describing and exemplifying major conceptual and measurement innovations that have emerged from her research of both formal and informal assessment techniques. Dr. Holland's assessment contributions encompass the development of many widely used measures of functional communication, discourse, and cognitive-communication abilities. She also contributed to the development of assessment principles that have become part of best-practice standards of care. Some of her most significant contributions include: Drawing attention to assessment within authentic functional contexts; highlighting connections between language, communication, related cognitive abilities, and broader aspects of health including quality of life; raising psychometric standards; and emphasizing the value of implementing multiple person-centered measurement techniques spanning formal and informal as well as quantitative and qualitative approaches. Dr. Holland's career-long commitment and contributions to developing more meaningful and authentic assessment practices have transformed our field and substantively elevated the quality of care and services that we are able to provide to all persons who are impacted by language and cognitive-communication disorders.

Semantic shifts of 'coming out' and 'come out of the closet'

Juxtaposing lexicographic data with authentic corpora-excerpted contexts, this article investigates the semantic variance of coming out and come out of the closet in English and Polish. It discovers the linguistic sources of the LGBTQ+-related sense of coming out in English and focuses on the semantic shift from its sociolectal LGBTQ+-related usage towards nonsociolectal pragmatically marked uses, which result in extended collocability (e.g. Eng. coming out as an atheist; Pol. ateistyczny coming-out). The study contrasts English and Polish corpus data to see whether the nonsociolectal usage of Polish coming out can be argued to be contact-induced – that is, modelled on English. Language contact research shows that contact-induced innovations undergo semantic change through conscious and creative exploitation by recipient language speakers to realise their pragmatic needs. The cognitive-onomasiological theoretical framework, coupled with a usage-based methodology, allows investigation of how native and contact-induced phenomena are used by native and recipient language speakers.

Empowering vocational students: Exploring mobile learning for sustainable high-level cognition in authentic contexts

Early studies show that learning with mobile devices, also known as mobile learning, improves students’ learning in authentic contextual learning–i.e., learning connected to the real world. However, no empirical evidence has yet to firmly prove the effects of mobile technology on specific student skillsets such as learning scalability which means learning can be applied in various scenarios and learning sustainability which means learning can be sustained in real-world environments. Therefore, this study aims to explore the effect of learning using a mobile app called mobile Smart-Physics on learning cognitive levels, learning scalability (e.g., number of learning locations and number of experimental data), and learning sustainability (e.g., number of completed assignments). Eleventh-grade vocational high school students volunteered for this quasi-experiment and were divided into an experimental group (EG), which used Smart-Physics, and a control group (CG), which used a mobile Ubiquitous-Physics (U-Physics) app. The findings show that the EG significantly outperformed the CG concerning learning cognitive levels, learning scalability and learning sustainability. Smart-Physics features enabled the students to tackle technical and pedagogical difficulties during physical investigations in real-world environments and, in some cases, improved their task accomplishment and sustained their motivation to learn. Location awareness promoted the students’ authentic experiential learning, which sharpened their ability to apply learning in real-world environments and upload more experimental data. Feedback helped the students consolidate their physics theories and practical experiences, thereby generating more learning records with meaningful multimedia content like experimental graphs, tables, and notes in various learning locations. Therefore, we encourage practitioners to use smart learning environment features in their learning tools and activity designs.

Information problem solving during a digital authentic task: A thematic analysis of students’ strategies

In the digital age, information problem solving (IPS) competence is essential for professionals to use online information effectively. Despite its importance, starting professionals often struggle with processing and presenting information, which are critical phases during authentic IPS tasks. Therefore, higher education institutions are tasked with preparing students to navigate these complex phases of IPS after graduation. However, most previous studies have focused on the “search” and “select” phases of simple, short-duration IPS tasks, which do not reflect the complex information challenges faced in professional settings. To address this gap, this study aimed to identify and categorize the strategies higher education students currently use to process and present information for a semester-long authentic professional task. A thematic analysis of cued retrospective reporting sessions was conducted with 24 senior students while they created a website for professional practice. Students demonstrated 49 IPS strategies, which were categorized into twelve IPS activities across three generic activity phases: “process,” “synthesize,” and “create.” Within these phases, three patterns of co-occurring strategies were observed: reproductive, arranging, and elaborative. Based on these findings, existing IPS process models were empirically refined. The observed variation in strategies highlights the importance of building on students' strengths when teaching IPS. Teaching them to adapt the strategies to various authentic task contexts could help enhance students’ IPS competence and strategic flexibility in real-world settings. Future research should explore the applicability of the updated IPS model across different authentic task contexts to refine instructional approaches further.