Authentic Learning Activities Research Articles

How to Become a Memorable Teacher for Your Pupils?

Through this study, we set out to find out what teachers can do to be effective and to generate positive learning experiences for all students. The main research question from which our study started was related to the actions that teachers can take to strengthen their relationship with students and to design and carry out relevant and authentic teaching and learning activities. We were also interested in determining which of the educational activities where members of the community were invited were real and unforgettable learning opportunities for the students. An important aspect for optimizing the activities of the teacher is related to the ability to ask for feedback. The feedback received from students is a useful tool through which the quality of the teaching-learning-assessment process increases considerably.

Å tilrettelegge for elevenes yrkesinteresser: En surveystudie av yrkesfaglærernes kompetanse i yrkesdifferensiert opplæring

In Norway there exist two different educational pathways for vocational teachers, a bachelor programme and a postgraduate programme in education. This article reports on a comparison of teacher preparation in these two programmes that qualify vocational teachers for work in schools. The purpose is to explore the competence vocational teachers develop during teacher education that is particularly relevant for the broad introductory courses in vocational education and training (VET). Previous research has found that teachers should choose authentic learning activities relevant for working life, as well as developing students’ interests in a vocation. Cross-sectional survey data were collected among vocational teacher graduates (n = 279). Tests of mean differences indicated that the bachelor sample reported being significantly better prepared for teaching in broad courses than the postgraduate sample. However, the same difference could not be found in teachers’ report of different learning activities in school. The discussion points to how differences and similarities between content and practice arenas in teacher education can explain teachers' experiences and whether both teacher programmes develop the competence needed to teach in the broad structure of Norwegian VET.

An observational protocol to measure learning in a problem-based learning vibrations course

We have incorporated problem-based learning into several courses in an undergraduate engineering curriculum, including dynamics and vibrations. Students' prior knowledge (both formal and informal) were assessed through concept inventories to determine what prior knowledge supported or impeded the acquisition of new content in these courses. A point-and-click classroom observation tool was developed and refined over the span of two consecutive academic semesters to capture the students' interactions as they engaged in authentic learning activities in engineering. We identified patterns of discourse and interactions among the students and instructor, and, in vibrations, we identified a gap in the curriculum from the pre-requisite course, differential equations. The concept inventories and revised observational protocol that we have developed will enable instructors to assess the quality of the prior knowledge that students bring into a course and to analyze the manner in which students and instructor engage around the course content. We are developing bridge curriculum to improve transference of the theoretical knowledge in differential equations and the applied skills in vibration. This project spans across the beginning of the COVID-19 pandemic and includes observations on the interventions (successful and unsuccessful) where we attempted to continue student learning through a disrupted environment.

Enhancing clinical judgement and decision-making skills of prelicensure nursing students

This article describes an authentic learning activity intended to enhance prelicensure nursing students' clinical judgment and decision-making skills. This activity was designed for fourth year nursing students in a pediatric nursing theory course. Part A of the activity requires students to choose the most appropriate staffing assignment for the unit's staff on an inpatient pediatric unit and provide a rationale for that decision. In part B, students review shift reports, prioritize care based on the provided patient information, and identify appropriate referrals to the interdisciplinary team. This activity is adaptable to various educational healthcare disciplines and can be modified for junior and/or senior learners.

Diagnosing Pilgrimage Common Diseases by Interactive Multimedia Courseware

In this study, we attempt to provide healthcare service to the pilgrims. This study describes how a multimedia courseware can be used in making the pilgrims aware of the common diseases that are present in Saudi Arabia during the pilgrimage. The multimedia courseware will also be used in providing some information about the symptoms of these diseases, and how each of them can be treated. The multimedia courseware contains a virtual representation of a hospital, some videos of actual cases of patients, and authentic learning activities intended to enhance health competencies during the pilgrimage. An examination of the courseware was conducted so as to study the manner in which the elements of the courseware are applied in real-time learning. More so, in this research, a discussion on the most dangerous diseases which may occur during the season of pilgrimage is provided. The use of the multimedia course is able to effectively and efficiently provide information to the pilgrims about these diseases. This technology performs this task by using the knowledge that has been accumulated from past experience, particularly in the field of disease diagnosis, medicine and treatment. The courseware has been created using an authoring tool known as ToolBook instructor to provide pilgrims with quality service.

The Effects of MALL on L2 Pronunciation Learning: A Meta-Analysis

Mobile-assisted language learning has emerged as a valuable tool for L2 pronunciation learning as it offers ample opportunities for learners to perform authentic learning activities anytime and anywhere. However, the extent to which mobile devices may facilitate or enhance L2 pronunciation has yet to be systematically investigated. To address the research gap, the study drew on a meta-analytic framework to examine the overall average effect of mobile devices on L2 pronunciation learning. The meta-analysis consisted of 13 primary studies featured in an experimental vs. control group design published between 2009 and 2020. These studies involved 655 participants and reported 19 effect sizes in the results. The analysis revealed a robust effect size ( d = .66) as captured by a random-effects model, indicating a significant effect concerning the use of mobile devices on L2 pronunciation learning. In the meta-analysis, significant moderators were also identified, and their moderating effects were critically examined. In light of the research findings, it is argued that innovative activities and tasks using mobile devices can be adopted for both language instructors and learners due to their portability, connectivity, and individuality.

Building Students' Critical Thinking Skills through Authentic Learning by Designing Eco-brick Social Campaigns

Critical thinking skills are included in the ten skills needed in the era of the industrial revolution 4.0. Students are trained to be able to analyze problems and find solutions from various sources. To enhance the critical thinking skills of students, activities that can be developed are needed, namely through authentic learning, one of which is designing an eco-brick social campaign to overcome plastic waste. Authentic learning activities are in the form of real-world relevance, multiple sources and perspectives, collaboration, reflection, ill-defined problems, and sustained investigation. The quasi-experimental method was used in this study, with the research subjects being 62 students in one of the East Jakarta Junior High Schools in grades 7F and 7H. The data analysis technique in this study was to analyse the results of validity, normality, homogeneity, and independent t-test using SPSS 20 as a statistical tool. According to the research results, it was found that the difference in the average critical thinking ability between groups of students, experiment class with authentic learning treatment revealed 80.73% and control class showed 70.37%. A large number of students have difficulty in critical thinking, namely in the aspect of explaining reasons. Meanwhile, in designing eco-brick social campaigns, the experimental class is in a pretty good category, so it can be revealed that students can build critical thinking skills in solving problems through authentic learning to design eco-brick social campaigns and it is suggested that the different contents in the form of authentic learning in creating social campaigns can be developed.

Investigating students\u2019 perceived authenticity of learning activities in an out-of-school lab for social sciences: a replication study

Out-of-school labs (OSLs) aim to foster students’ interest in and knowledge about scientific ways of thinking and working by engaging them in authentic activities that emulate processes of scientific inquiry. However, research has not yet focused on investigating whether students perceive those activities as authentic and whether students’ perceived authenticity is related to further motivational (e.g. situational interest) or cognitive (e.g. achievement) learning outcomes. An authentic learning activity that emulates scientific inquiry processes is Productive Failure (PF). In PF, students are asked to explore solutions to a complex problem before they have to falsify their solutions during instruction. The present study, which aims to replicate the findings of a previous study, investigates whether PF has an impact on students’ perceived authenticity and their situational interest in an OSL for social sciences. We further examined whether students’ perceived authenticity is associated with their situational interest and knowledge acquisition. For this purpose, we conducted a quasi-experimental study with 152 10th graders and compared PF to Direct Instruction (DI). DI can be characterized as less authentic, as it promotes the conceptualization of scientific inquiry being nothing else but an application of instructions. The results mostly replicate the findings of the previous study, showing that the authenticity level of the learning activity did neither affect students’ perceived authenticity nor their situational interest. Furthermore, students’ perceived authenticity correlated with their situational interest but not with their knowledge acquisition. We discuss the results in light of previous research on the effectiveness of authentic learning settings.

BLENDED ONLINE LEARNING: COMBINING THE STRENGTHS OF SYNCHRONOUS AND ASYNCHRONOUS ONLINE LEARNING IN EFL CONTEXT

The ubiquitous use of digital technology brings the inevitability of online learning and its varying degree of teacher-student interactions, both in synchronous and asynchronous online learning modes. This present study reviews the strength and weaknesses of the two online learning modes to propose the use of blended online learning as the combination that harvests the strengths of asynchronous and synchronous modes of online learning with the opportunity to cover each other's weaknesses. The recent study employed Aveyard's literature review model as a method for gaining a comprehensive understanding of a specific topic using data and arguments from previous studies. Thirty-six articles published in reputable international journals or accredited national journals published in 2015-2020 were used. This review revealed that blended online learning combines the strengths of synchronous and synchronous learning in terms of authentic learning activities, flexibility, access, interaction, development of critical thinking, comprehension, and mastery, and student-centered nature of the learning. However, it still retains challenges in terms of network and connection issues from both online learning modes. This finding implies that blended learning can be the middle-ground to facilitate online learning with benefits from both synchronous and asynchronous online modes by minimizing the students’ exposure to the weaknesses from the two modes.

Designing virtual team projects with accessibility in mind: an illustrative example of cross‐cultural student collaboration

We report on the results of the second-year study of an interdisciplinary, international collaboration among students and instructors at one European and two US universities. The purpose of the study was to examine whether our changing four pedagogical elements from Year 1 to Year 2 affected the students’ perceptions of learning. The primary purpose of the pedagogical collaboration itself was to involve students in authentic collaborative learning activities intended to support them in developing an understanding of disability and accessibility concepts in a business context. Students in a business English course proposed start-up companies and created business plans for their ventures. Students in an introductory professional writing course designed websites for the planned businesses, while students in a gateway technical communication course served as advisors to the other two classes regarding how to make the proposed businesses and websites accessible to people with disabilities. We collected quantitative and qualitative data through pre- and post-project surveys. These data were supplemented with qualitative data from student interactions, student submissions (work products), video conference meeting minutes, and instructors’ notes. The analysis revealed that students reported increased awareness of disability and openness to finding solutions for accessibility issues.

Family nursing telesimulation: Teaching therapeutic communication in an authentic way

BackgroundA nurse's skill in establishing therapeutic communication is central to family nursing. Using a family-centered approach, nurses can facilitate relationship building with members of a family unit. Through authentic learning activities such as simulation, students can practice the competencies required to provide effective family nursing care. DesignOne hundred and one nursing students participated in a two-part family nursing telesimulation. Students were sent an online evaluation about their simulation experience immediately afterwards. ResultsFifty-six percent (n = 57) of the 101 students completed the online evaluation. Students overwhelmingly appreciated the opportunity to apply theory in a real-world manner, engaging in family nursing in an authentic way. ConclusionThe telesimulation strongly supported students’ ability to practice their clinical decision-making skills and respond to changing family needs. Telesimulation is a promising teaching strategy that allowed students to practice their therapeutic communication in the context of family nursing.

Pre-service English Teachers’ Strategies in Incorporating Character Education during the Teaching Practice Program at UIN Antasari Banjarmasin

This research explores the strategies performed by pre-service English teachers in incorporating traits or character in writing their lesson plans during their teaching practicum. Twelve students of the English Department at Universitas Islam Negeri Antasari Banjarmasin were recruited to join the study. This course explored the experience of undertaking an authentic teaching and learning activity of these pre-service English teachers, starting from creating a syllabus, writing lesson plans to execute a micro-teaching action. A classroom-based study is conducted to generate data. Primary data was obtained in the micro-teaching class through a participatory observation technique, in-depth interviews, and analysis of the lesson plan documents. The data were analyzed qualitatively using thematic analysis. The findings indicate that they mainly used instructional methods for group discussion and small group presentation. Honesty, trustworthiness, respect, and responsibility are the traits that are expressed in their lesson plans. Next, this study’s outcome is expected to increase teacher understanding of various possibilities in developing the lesson plans and instructional materials that facilitate the character-building incorporation.

I Know What You Know: What Hand Movements Reveal about Domain Expertise

This research investigates whether students’ level of domain expertise can be detected during authentic learning activities by analyzing their physical activity patterns. More expert students reduced their manual activity by a substantial 50%, which was evident in fine-grained signal analyses and total rate of gesturing. The quality of experts’ discrete hand movements also averaged shorter in distance, briefer in duration, and slower in velocity than those of non-experts. Interestingly, experts adapted by nearly eliminating gestures on easier problems, while selectively increasing them on harder ones. They also strategically produced 62% more iconic gestures, which serve to retain spatial information in working memory while extracting inferences required to solve problems correctly. These findings highlight the close relation between hand movements and mental state and, more specifically, that hand movements provide an unusually clear window on students’ level of domain expertise. Embodied Cognition and Limited Resource theories only partially account for the present findings, which specify future directions for theoretical work.

Challenges and opportunities of multimodal data in human learning: The computer science students' perspective

AbstractMultimodal data have the potential to explore emerging learning practices that extend human cognitive capacities. A critical issue stretching in many multimodal learning analytics (MLA) systems and studies is the current focus aimed at supporting researchers to model learner behaviours, rather than directly supporting learners. Moreover, many MLA systems are designed and deployed without learners' involvement. We argue that in order to create MLA interfaces that directly support learning, we need to gain an expanded understanding of how multimodal data can support learners' authentic needs. We present a qualitative study in which 40 computer science students were tracked in an authentic learning activity using wearable and static sensors. Our findings outline learners' curated representations about multimodal data and the non‐technical challenges in using these data in their learning practice. The paper discusses 10 dimensions that can serve as guidelines for researchers and designers to create effective and ethically aware student‐facing MLA innovations.

The Impact of Immersive Virtual Reality on EFL Learners’ Listening Comprehension

Virtual reality via mobile-rendered head-mounted displays (MVR) has emerged as a valuable language learning tool. However, research has yet to fully access its effects on English as a Foreign Language (EFL) listening. Therefore, this study investigated the impact of MVR on EFL learners’ listening comprehension. Seventy-two seventh graders in Taiwan were recruited and randomly assigned to an experimental (MVR player) or control (video watcher) group. The MVR players played the language learning VR app Mondly, using a mobile-rendered head-mounted display. The video watchers watched a walkthrough video of Mondly on a PC screen. Listening comprehension tests, a presence questionnaire and interviews were used to evaluate the participants’ listening comprehension, sense of presence, and perception of MVR-assisted EFL listening. The results showed the MVR players’ listening comprehension and retention was significantly higher than the video watchers’. The interviews revealed that the majority of the MVR players found MVR-assisted EFL listening engaging and beneficial. MVR offered learners access to simulated, interactive, and immersive virtual environments to perform authentic learning activities, helping them activate prior knowledge and make appropriate inferences. Furthermore, virtual presence in MVR brought learner involvement from the fringe to the center, prevented cognitive overload, reduced anxiety, and thus aided comprehension.

A Placement Replacement Module Developed Through COVID-19: Incorporating Spiral Learning, Case-based Learning and Simulated Pedagogical Approaches

The coronavirus (COVID-19) pandemic changed life across the world at an unprecedented speed, in ways that were unimaginable prior to March 2020. As ‘new normals’ emerge, the impact on everyday life is being realized and some rapid innovations are worthy of review and retaining, such as an occupational therapy student virtual Placement Replacement Module (PRM). The occupational therapy specific module was developed to replace prohibited face-to-face, practice-based education. It was designed to support the consolidation of professional knowledge and facilitate the application of practice-based skills, crediting the students with 120 practice placement hours, as agreed with the Royal College of Occupational Therapists (RCOT). This education innovation, based on a spiral learning approach, delivered over five weeks enabled 30 first year students to engage in a range of on-line placement related activities, incorporating the use of reflective diaries, case-based learning, and simulated practice. The evaluation of student feedback showed that authentic learning activities, immersive feedback, and the opportunity for shared learning can facilitate the consolidation of academic knowledge. In particular, it can help develop professional and therapeutic communication skills and clinical and professional reasoning and build personal and professional confidence. As this is believed to be the first PRM of its kind, the purpose of this paper is to describe the education innovation and share the outcomes that resulted from the student evaluation. Other Higher Education Institutions (HEI) are encouraged to think how similar on-line modules could replace face-to-face occupational therapy placements or be included in knowledge consolidation and preparation for placement.

Analysing the Effect of Authentic Learning Activities on Achievement in Social Studies and Attitudes towards Geographic Information System (GIS

This research aimed to examine the effect of authentic learning activities on achievement in social studies and attitudes towards Geographic Information System (GIS). To this end, it used an explanatory mixed method design where both quantitative and qualitative data were collected. The quantitative data were collected using an academic achievement test and the Geographic Information Systems (GIS) Attitude Scale developed by Baloğlu Uğurlu and the qualitative data were collected using a semi-structured interview form. The research was carried out in two fifth-grade sections in a middle school in Kırşehir located in central Turkey during the fall semester of the 2019-2020 academic year. The study group consisted of 60 students, the half of whom were in the control group and the other half were in the experimental group. The experimental group was taught using authentic learning activities, while the control group was taught using textbook activities prepared in accordance with the social studies curriculum. According to the results of the analysis of the quantitative data, there was a significant difference in the test scores in favor of the experimental group and there was a significant positive difference between the experimental group’s mean pretest and posttest scores in the GIS Attitude Scale. The results of the analysis of the qualitative data showed that the students did not get bored with the social studies course, they were more active during the classes and attended the course thanks to the activities they did in the classroom, and they could see the landforms they had not had the chance to see before and learned better thanks to the GIS software. The research explores, for the first time, the effect of authentic learning on GIS attitude.

Authentic learning using mobile applications and contemporary geospatial information requirements related to Environmental Science

ABSTRACT In this paper, we examine the potential of authentic learning activities and assessment to enhance the student learning experience in a standalone introductory geospatial information science module. Computer laboratory sessions form seventy-five percent of contact hours and final grade, so authentic learning used a field-based project with specified features, study area and aerial photo form the basis of assessment. The class collects all relevant geospatial information using mobile devices. Students present personally collected, and class-merged geospatial information as workplace style reports in scaffolded assessments. All submitted data are collected by the class and managed by the students. Essential skills and employment opportunities using GIS skills form the basis of authenticity of this module and guide student expectations. We evaluate outcomes through a two-year case study examining design, implementation and revision of the Unit, by using a mixed-methods approach including multiple, staged student surveys, focus groups, and student results. A focus on authenticity increased student appreciation of employability in GIS-related positions, and students reported increased motivation to learn.

Discipline-specific feedback literacies: A framework for curriculum design

Feedback literacy is an important graduate attribute that supports students’ future work capacities. This study aimed to develop a framework through which discipline-specific feedback literacies, as a set of socially situated skills, can be developed within core curricula. The framework is developed through a content analysis of National Qualifications Frameworks from six countries and UK Subject Benchmark Statements for multiple disciplines, analysis of indicative subject content for a range of disciplines and consultation with subject-matter experts. Whilst most of the benchmark statements incorporate the development of feedback literacy skills related to ‘making judgements’, attributes relating to ‘appreciating feedback’ and ‘taking action based on feedback’ are less prevalent. Skills related to ‘managing the affective challenges of feedback’ are most prevalent in documentation for applied disciplines. The resulting empirically guided curriculum design framework showcases how integrating the development of discipline-specific feedback literacies can be enacted through authentic learning activities and assessment tasks. In terms of implications for practice, the framework represents in concrete terms how discipline-specific feedback literacies can be integrated within higher education curricula. The findings also have implications for policy: by positioning discipline-specific feedback literacies as graduate outcomes, we believe they should be integrated within national qualifications frameworks as crucial skills to be developed through higher education courses. Finally, from a theoretical perspective, we advance conceptions of feedback literacy through a sociocultural approach and propose new directions for research that seek to reconceptualise a singular concept of feedback literacy as multiple feedback literacies that unfold in distinctive ways across disciplines.

Effects of augmented reality technology in a mobile touring system on university students’ learning performance and interest

In this study, we proposed an augmented reality- (AR-) based mobile touring system for an authentic learning activity, which enables students to observe and learn key information regarding cultural heritage sites. To evaluate the effectiveness of the proposed system, we conducted an experiment in a cultural heritage course at a Taiwanese university. A total of 72 students were divided into two groups and randomly assigned to an experimental group who learned with the AR-based mobile touring system and a control group who learned with a conventional mobile touring system. The experimental results show that the AR-based mobile touring system significantly improved the students’ memorising dimension of learning achievement, as compared with a conventional mobile touring system. Moreover, the positive impact of the proposed system on students’ actualised interest and task-based interest factors provide a particularly encouraging result for outdoor experiences. These experimental results also suggest the potential of AR technology to increase students’ learning interest and improve their learning achievements in outdoor settings. Therefore, we suggest that, when applying an AR-based mobile touring system in authentic learning activities, AR virtual objects should be designed appropriately, in order that the content recall performance and learning interest are enhanced.
 Implications for practice or policy:
 
 Teachers may need to consider using an AR-based mobile touring system for outdoor learning activities.
 First-year student learning achievements and interest can be improved by an AR-based mobile touring system.
 First-year student learning performance and interest can be improved by AR technology.
 The usefulness of AR technology can be proved through a comparison of experimental designs.