Authentic Learning Approach Research Articles

Authentic Hands-On Learning Approaches for Bulky Student Cohorts in General Chemistry Laboratory Using Case and Peer Assessment

Authentic Hands-On Learning Approaches for Bulky Student Cohorts in General Chemistry Laboratory Using Case and Peer Assessment

Science Teacher Competence and Implementation of Authentic Learning Approach in Online Learning Modality and Student Academic Performance in Science

The science curriculum is designed to be learner-centered, constructivist, and inquiry-based, using evidence to build explanations. This study aimed to investigate the competence level of teachers in the implementation of an authentic learning approach. It employed a quantitative descriptive correlational design using an online survey among grade 10 junior high school science teachers and students from seven (7) private schools in Butuan City during the academic year 2021-2022. Results consistently indicated high teaching competence among science teachers in most schools; however, certain indicators such as gamification, Phet simulations, and conducting small-scale research still need to be implemented in some schools. Significant differences in competence and implementation of authentic learning approach were noted based on schools, attributed factors such as the use of learning management system, resource availability, and online training for teachers. Moreover, a significant relationship was found between the competence of teachers and the implementation of an authentic learning approach. The study also found a commendable level of proficiency in the academic performance of students. However, no significant relationship was observed between teacher competence and the implementation of an authentic learning approach to students' academic performance. These findings suggested that students cultivated a sense of independence in their learning process. It emphasized that empowering students to take ownership of their learning journey and leveraging teachers' expertise as facilitators lays the foundation for enhanced academic success in science education.

A process-oriented, collaborative, authentic learning approach to community-campus engagement

A process-oriented, collaborative, authentic learning approach to community-campus engagement

Bridging the theory-practice gap in pharmacy education using an authentic learning approach: A cross-sectional study

Background: Authentic learning environments highlight real-world relevance to students, contributing to readiness for practice. This study evaluated the impact of an educational activity on student pharmacist learning and personal/professional development. Methods: An activity similar to that used by practising pharmacy professionals to record errors during dispensing was included in simulated community pharmacy workshops delivered to Year-2 students as part of a Professional Practice Module. Students were instructed to complete entries when academic staff identified errors during final accuracy checks. Student evaluation surveys were analysed at the end of terms one and two of the academic year. Descriptive statistics were used for closed questions, and thematic analysis for open-ended responses. Results: Of the 75 student pharmacists who completed both evaluation surveys, 64% (n=48) recorded fewer errors in term two. Respondents considered the exercise helpful in highlighting the need for more attention to detail and identifying negative trends in their dispensing process. A positive response to personal/professional development was noted, with student pharmacists commenting that the activity facilitated reflection. Conclusion: This activity has allowed students to experience real-world working situations, extending their learning experience, facilitating personal/professional development, and encouraging best practices.

The Effect of Authentic Learning Activities Used in Mathematic Course on Middle School Students' Academic Achievement and Reasoning Skills

The aim of the study is to determine the effect of activities based on authentic learning approach used in middle school mathematics course on students' academic achievement and reasoning skills. The research covers the learning outcomes of the Whole Numbers, Fractions and Decimal Fractions units in the 6th grade 1st semester of the mathematics course. The implementation of the research was carried out in the first semester of the 2022-2023 academic year in a public school in the Selçuklu district of Konya province. The control and experimental groups consisted of 33 and 26 6th grade students, respectively. The study was conducted for nine weeks in the fall semester. The data of the study were collected with "Academic Achievement Test" and "Reasoning Skills Test". T-test statistics were used to analyze the data. As a result of the study, it was seen that authentic learning activities used in mathematics lessons positively affected students' academic achievement and reasoning skills. These results show that learning experiences close to daily life skills will also contribute to reasoning skills.

SUCCESSFUL LEARNING EXPERIENCES OF OT AND PT STUDENTS: ENGAGING OLDER ADULTS IN THE USE OF ASSISTIVE DEVICES

Abstract The Arkansas Colleges of Health Education and the Arkansas Geriatric Education Collaborative collaborated on a project to use an authentic teaching/learning approach with occupational and physical therapy students about the use of assistive technologies (AT) through educating older adults. Twenty occupational and physical therapy students were mentored by faculty/staff to collaborate with community-dwelling older adults to research, develop, and disseminate 27 video vignettes shared via Facebook. The vignettes included demonstrations using AT for self-care, home management, community engagement, and leisure participation to help older adults live safely and independently. Through this authentic learning approach, the students learned about the use and benefits of AT, interprofessional practice, and the importance of collaborating with older adults. Viewers of the videos were encouraged to seek further information, providing yet another opportunity for students to acquire additional information about how to secure AT and engage with older adults. Focus groups of faculty & staff involved in the project were held to determine student learning themes arising from this project. Through these focus groups, faculty/staff expressed that students • conveyed AT recommendations without prompts for clients served in the ACHE on-campus clinic; • demonstrated a greater understanding of available non-medical AT; • revealed greater comfort levels working with older adults; • gained an appreciation and understanding of each other’s disciplines; • attained professional development goals. It was also noted that faculty involved in the project appreciated the authentic nature of the teaching approach as opposed to more traditional teaching styles such as lectures.

The Pandemic and Authentic Learning in Higher Education: A Case Study in a Postgraduate Program

This study examines the impacts of authentic learning on a group of adult learners enrolled in a postgraduate business program. The instruments used for data analysis consist of the student learning analytics report and Student Satisfaction Survey. These documents were reviewed to examine the experiences shared among a group of adult learners pertaining to their perception of their satisfaction towards the authentic learning approach and to explore the impacts of the authentic learning approach on adult learners during the COVID-19 pandemic. An explanatory model was developed that is underpinned by adult learning theory. The theoretical and practical implications of the findings of this study are expected to be relevant and practical for higher education institutions and stakeholders.

Research for the Readiness of the Faculty Members towards the Authentic Learning Approach through Distance Learning

The concept of authentic learning is functioned for reality simulation in education. Under this approach, the objective is to ensure the learner to find solutions for the real-life problems instead of direct classical learning on a subject. Thus, the learning processes should include authentic activities and assessments. In authentic learning, the students are active participants whereas the teacher assumes the guide model responsibilities. The authentic learning activities may be carried out also in distance learning as well as through formal education. Accordingly, the object of this research is to establish the readiness levels of the faculty members towards authentic learning approach through the distance education process. The sample group of the research consists of the faculty members/associates who give lectures through distance education. The general survey model, as a quantitative research method, has been used in this study. The data collection tool is preferred as the Authentic Learning Readiness Scale for Teachers which has been developed by Horzum, Bektaş, Can, Üngören and Sellüm (2019). The independent samples t-test and one-way analysis of variance (ANOVA) have been conducted. The respective findings have established the authentic learning readiness levels of the faculty members; and also shown that such levels had not demonstrated a statistically significant difference according to the gender, age and faculty.

Opinions of Social Studies Teachers on Authentic Learning and Authentic Learning Practices

This study aims to reveal Social Studies Teachers' opinions on Authentic Learning experiences. A semi-structured interview form consisting of 8 questions was used throughout the study. The obtained data were transcribed and analysed by the researchers using the thematic analysis method. According to the results of the study, it is seen that teachers predominantly define the Authentic Learning Approach with the expressions of "learning by doing and experiencing", "learning in everyday life" and "applied education". All of the participant teachers are of the opinion that the implementation of the Authentic Learning Approach contributes to the success of the students in terms of providing "active learning", "increasing interest in classes" and "learning by doing and experiencing" opportunities, as well as improving students' "self-confidence" and "self-expression". Participant teachers rated the Authentic Learning Approach positively in terms of providing "permanent" and "active" learning and negatively in terms of being "time-consuming" and "needing a special environment". Participant teachers advise teachers, who are going to employ the Authentic Learning Approach in their teaching classes, to prepare a "good plan" where the teacher will be the "guide" and the student will be the "active" and they also associate the success of the approach to "teamwork".

The Effectiveness of a Curriculum Designed Based on an Authentic Learning Approach in Improving Study Success, Attitudes, and Independent Learning Abilities of Prospective Teachers

This research aims to investigate the effectiveness of a designed curriculum with authentic learning principles in increasing study success, attitudes, and self-learning skills of prospective teachers. The method used is an experiment involving 300 prospective teaching students from various fields of study. The intervention in the experimental group was the use of a curriculum designed with authentic learning, while the intervention in the control group was the traditional curriculum. Several data analyses were used in this study, including descriptive analysis, independent sample t test, paired sample t test, and repeated measurement ANOVA. The research findings show that a curriculum designed with authentic learning principles can increase the success of prospective teachers. In addition, the authentic learning curriculum intervention is also able to develop the attitudes of prospective teachers toward curriculum development classes. The curriculum is also able to enhance the independent learning ability of prospective teachers. The increase in study success is seen in students' mastery of pedagogical knowledge and teaching skills. Improvements in the attitude aspect were seen in improvements in student attitudes in the belief in the benefits of curriculum development classes, the ability to evaluate classes, and the desire to learn. The increase in the aspect of independent learning ability was seen in the students’ response in taking responsibility for their learning which experienced a positive increase. So, this authentic learning curriculum intervention can effectively increase the success rate, attitudes, and self-learning abilities of prospective teachers. This research has implications that teacher development education must use a curriculum that is designed in line with the curriculum used for students, namely authentic learning. This principle of authentic learning is able to enhance the competence of teachers from various aspects in order to improve the quality of teachers.

Design Pembelajaran Online Berbasis Authentik Bagi Siswa Sekolah

This study is focused on issues with online learning, such as a lack of authentic activities completed by students, which resulted in poor levels of accomplishment in cognitive and psychomotor components. The goal of the study is to find online learning activities for elementary school pupils that combine an authentic learning approach with real-world activities. Quasy Experiment is a sort of quantitative research involving a pretest and posttest research design. A total of 14 elementary school pupils were included in the investigation. In this study, the tool is a test sheet. To find an independent sample test, the data is processed using the SPSS application. The results demonstrated that utilizing online learning designs with realistic and real-world activities resulted in an increase in learning activities and outcomes. Learning with an online learning design that incorporates authentic and real-world activities differs greatly from traditional learning. Based on these circumstances, it is advised that teachers use a variety of realistic activities in online learning to develop elementary school students' knowledge and skills

An Enrichment Program Based on Authentic Learning Approach to Enhance EFL Listening.

An Enrichment Program Based on Authentic Learning Approach to Enhance EFL Listening.

Pengembangan Penilaian Berbasis Pendekatan Authentic Inquiry Learning untuk Meningkatkan Motivasi Siswa pada Pelajaran Fisika di SMA Negeri 1 Baturetno Tahun Ajaran 2021/2022

Research purposes: (1) to describe the characteristics, feasibility, and effectiveness of assessment based on authentic inquiry learning to increase students' motivation in physics lessons at SMA Negeri 1 Baturetno. The research was conducted at SMA Negeri 1 Wonogiri. This research is research and development (Research and development/R&D). Data analysis using quantitative data analysis. The results showed that the characteristics of an assessment based on an authentic inquiry learning approach used an assessment instrument based on an authentic inquiry approach covering 3 (three) aspects, namely attitudes, skills and knowledge. Aspects of attitudes and skills are carried out through performance appraisal using an instrument in the form of a valid observation sheet. Assessment of the knowledge aspect is carried out through tests using multiple choice questions that have been tested for validity, discriminating power, and level of difficulty. The assessment instrument based on authentic inquiry learning that was developed is feasible to be used as an authentic assessment instrument in physics learning. The assessment instrument based on authentic inquiry learning is effective in increasing student learning motivation, as evidenced by the after-before experimental design which shows that the average value of student learning motivation after using an assessment based on authentic inquiry learning is greater than the average value before using an assessment based on authentic inquiry learning.

Fostering Tolerance and Respect for Diversity through the Fundamentals of Islamic Education

Societies are getting more diverse, with social issues increasing, necessitating the need to intensify efforts to promote tolerance and respect for diversity. In this study, we report the approach employed to redesign and evaluate a general education course to enhance students’ knowledge of tolerance and respect for diversity, drawing on Islamic values in the United Arab Emirates. In collecting and analyzing data for the study, we adopted a qualitative approach to explore students’ nuanced and reflective understanding and application of the key concepts taught in the course. We retrieved and thematically analyzed 40 transcripts from sixty-nine students’ reflective assignments. Our results indicate that students see the education process based on Islamic principles as a socialization means for shaping human life, caring for others, demonstrating compassion, and sharing knowledge, as essential to fostering tolerance. Drawing on our findings, we recommend carefully redesigning courses to strengthen students’ knowledge of tolerance and respect for diversity using the authentic learning approach. This includes engaging them in activities to link class tasks to real-life contexts, providing them with safe learning spaces, and encouraging them to learn with peers from different backgrounds.

We can do it - Empowering learning.

We all need to adapt constantly in order to thrive in our ever-changing complex world. Thus, education and educators need to empower learners to develop a mindset and skills set of lifelong and lifewide learning. Papers from around the globe, reflecting the current drivers in education, were published in the FEMS Microbiology Letters virtual Thematic Issue 'Empowering learning' in October 2023. Its content is reviewed here to provide the context for further discussions within the professional community. The focus is on being inclusive, on lowering and removing barriers to learning, and fostering a sense of belonging. So learning communities can be established and connected in support of learning with and from each other for societal benefit, and this is discussed. Authentic learning approaches are highlighted with respect to the inherent opportunities for learners to take ownership for their learning, yet learn collaboratively, and develop resilience over time. Supporting learners in becoming self-regulated and realising their full potential, is truly worthwhile.

Hemşirelik Öğrencilerinde Vaka Temelli Öğrenme Yaklaşımının Etik Duyarlılığa Etkisi: Deneysel Bir Çalışma

Students may not be able to integrate ethical issues into their knowledge and practical competencies, which makes them unprepared to manage such situations. Therefore, using an innovative and student-centred approach in nursing education is essential to increase ethical sensitivity. This study is the pioneer in terms of using an authentic learning (AL) approach for the first time in nursing ethics education. This study aimed to determine the effects of the case-based learning approach developed in line with the integrated ethical decision-making model and AL approach on the ethical sensitivity of nursing students in the management of ethical dilemmas. This single-group experimental study was conducted on a nursing faculty that offers a 4- year degree in Türkiye between September and December 2020. This study sample included 74 second-year nursing students enrolled. An 8- week program was developed and implemented by researchers. Data were collected using the Modified Moral Sensitivity Questionnaire (MMSQ) at the beginning and end of the program. Mean post-test scores for the MMSQ were significantly higher than those of the pretests. The Transparent Reporting of Evaluations with Nonrandomized Designs checklist was used. When the mean scores for pre-test and post-test measurements were compared, the mean scores for ethical sensitivity were higher. The results suggest that a case-based learning approach can improve the levels of ethical sensitivity in nursing students. Nurse educators should continue to develop new educational strategies and continually evaluate training methodologies to help students develop their ethical sensitivities.

Practicality of Fluid Physics E-Module Oriented Problem Authentic Wetland Use Contextual Teaching and Learning Approach

Electronic teaching materials that are related to everyday life and in accordance with the environment around students, namely the wetland environment are still not available in schools. The purpose of this research and development is to produce an fluid physics electronic module (E-Modul) oriented of wetland that is suitable for use in learning. The specific purpose of this article is to describe the practicality of the E-Module. This research and development use the ADDIE (Analyze, Design, Develop, Implement, Evaluate) model. The e-module that has been developed has been tested at Insan Madani Islam High School Banjarmasin. Practicality data was obtained through a questionnaire instrument for student responses. Data were analyzed descriptively qualitatively and quantitatively. The results of data analysis indicate that the E-Module is practical because the results of the student responses meet the practical category. It was concluded that the wetland-oriented E-Module of Fluid Physics has been practical for use in learning.

Practicality of Fluid Physics E-Module Oriented Problem Authentic Wetland Use Contextual Teaching and Learning Approach

Practicality of Fluid Physics E-Module Oriented Problem Authentic Wetland Use Contextual Teaching and Learning Approach

Effect of different teaching/learning approaches using virtual patients on student’s situational interest and cognitive load: a comparative study

BackgroundVirtual Patients (VPs) have been receiving considerable attention in medical education as an authentic learning and teaching approach. The study aimed to evaluate the effect of using different approaches of conduction of virtual patients (VPs) on students’ cognitive load and situational interest.MethodsThe study is an experimental study. Two different cohorts have participated during the academic year 2019/2020 and 2020/2021. The first cohort (Group 1) was exposed to a lecture followed by an independent VPs session, and the second cohort (Group 2) was exposed to a collaborative VPs session. The situational interest and Cognitive load were compared between the two groups. All sessions are about one topic related to maxillofacial trauma.ResultsFindings showed that there was no significant difference between the median score of the situational interest at repeated time points during the Collaborative VPs (Group 2). However, in group 1, there was a significant difference between the median score of situational interest at repeated time points during independent VPs where the lowest score was found to be at the end of the session. Also, results showed that the collaborative VPs (Group 2) showed a high median score of situational interest than both lecture and independent VPs (Group 1). Furthermore, the study showed that there is no significant difference in the intrinsic cognitive load among the three sessions. However, the extraneous cognitive load was low in collaborative VPs (Group 2) than in both lecture and independent VPs sessions (Group 1).ConclusionThe use of VPs in a collaborative interactive learning activity is more effective than its use as an independent learning activity in enhancing students’ situational interest and reducing cognitive load. However, giving independent VPs after the lecture with the same topic is considered a limitation of the study as this can affect the situational interest of the students by filling their gab of knowledge.

THE EFFECT OF AUTHENTIC LEARNING APPROACHES AND ASSESSMENT TECHNIQUES ON STUDENTS' STATISTICS BASIC TEST RESULTS BY INTELLIGENCE CONTROL

The purpose of this study is to determine the effect of authentic learning approaches and assessment techniques on students' basic statistical learning outcomes by controlling intelligence. This research is a quasi-experimental research using a 2x2 factorial design which includes 80 samples of KPI students. The results are (1) the results of the basic statistical basic test of students who use a scientific approach are higher than students who use a contextual learning approach (2) the results of the basic statistical test of students who use essay tests are higher than students who use portfolio assessment (3) there are the effect of the interaction between the learning approach and authentic assessment techniques on the results of the basic statistical basic test of students (4) especially for students who learn to use essay assessment, the results of the basic statistical test of student groups with a scientific approach are higher than contextual learning (5) especially for students who learn to use portfolio assessment, the results of the basic statistical test of student groups with a contextual approach are lower than scientific learning (6) especially for students who learn to use a scientific approach, the results of the basic statistical test of student groups with essay assessments are more higher score than using portfolio assessment (7) especially for students who learn to use a contextual approach, the results of the basic statistical test for groups of students with portfolio assessment are lower than using essay assessment. Therefore, it is recommended for lecturers to know the success of students in receiving the material, it is better to use a scientific approach and form of essay assessment.