Authentic Learning Approach Research Articles

The Effectiveness of Inquiry Based Activities Based on Authentic Learning Approach on 5th Grade Students' Academic Achievement and Creative Problem Solving Skills

Turkish Science Curriculum for secondary school students is based on an inquiry-based learning approach with an interdisciplinary perspective. Authentic learning; is an interdisciplinary, collaborative, learning method with authentic tasks, activities and assessments that requires high-level thinking skills, aiming to find solutions to real-world problems. The aim of this study was to investigate the effects of inquiry-based activities based on authentic learning approach on academic achievement and creative problem-solving skills of 5th grade students. The study group had 21 5th grade students in total, 7 of whom were girls and 14 were boys. The study group were students from a private school in Üsküdar, Istanbul Turkey in the 2018-2019 academic year. “The Propagation of Light” unit academic achievement test and the Creative Problem Solving Attribute Inventory were used as data collection tools. The data obtained in the study were analyzed using a statistical program. “Wilcoxon Signed Rank Test”, which is one of the non-parametric tests, was used in the analysis of the academic achievement test. In the analysis of the Creative Problem Solving Attribute Inventory, “Dependent Groups t-test”, which is one of the parametric tests, was used. In line with this analysis, it was concluded that the inquiry-based activities based on authentic learning approach affected students' academic achievement and creative problem-solving skills in a positive way. Suggestions were made based on the findings of the study.

Using Technology to Support Authentic Learning Approach in Social Studies Education: A Learning Design for a Social Studies Subject

In recent years, countries around the world have set off a trend of developing students' core competencies for the 21st century. Educators realized that traditional teaching method may no longer meet the needs for changing working and learning environment. Authentic learning provides a new platform for cultivating talents and developing core competencies. However, empirical research on authentic learning has not reached a consensus on the understanding of authenticity learning which creates challenges for educators to implement authentic learning in their teaching practices. From different scholars' understanding of authenticity learning, the common questions are around: how "real" is authenticity learning before it can be called authentic learning? What are the characteristics of authentic learning? Can technology be effectively implemented in the classroom to assist authentic learning? This paper discusses the implications of "authenticity" and "authenticity learning", summarizes the characteristics of authentic learning from the aspects of the composition of learning activities, and explores a TPACK model that can apply the theory of authentic learning from a learning design in Business Studies as an example. Through the exploration of these theories and practices, this paper is expected to provide valuable reference for schools and teachers to implement the concept of authenticity learning, so that the theory of authentic learning can give full play to the maximum efficiency in teaching and learning practice.

An Authentic Learning Approach to Assist the Computational Thinking in Mathematics Learning for Elementary School

Programme for International Student Assessment (PISA) 2018 report revealed that in mathematics the ability of Indonesian students to solve mathematical problems is still very low. The Trends in International Mathematics and Science Study (TIMSS) strengthened the PISA report by mentioning that in general, Indonesian students' ability in solving fraction problems is low. In this study, We tried to improve students' ability in solving fractions by using computational thinking assisted by an authentic learning approach. A system was utilized to help the students in learning fractions. Totally twenty-two fifth-grade students were assigned in this study. While they learned fractions using the system, they needed to capture an object around them to make a representation of the fraction problem. Moreover, by using the system, they also need to find the best and fastest way to solve a fraction problem. The result showed that their learning achievements improved especially in fraction representation, fraction operation, linguistics, and creativity. And multiple regression results showed that students’ activity can predict the students’ learning achievement. The more active the learn fraction using the system, the higher score they get. In the final, the result of this study contributes essential implications along with a conclusion and suggestion for future research.

VR and MR technology for safety management education: An authentic learning approach

Effective safety management education is essential for improving safety within the architecture, engineering, and construction (AEC) industry. While new information technologies such as Virtual Reality (VR) and Mixed Reality (MR) are increasingly explored to improve safety management education and training, they are currently limited by the lack of pedagogies to guide the design and development of learning content. This paper aims to address this issue by utilising the authentic learning framework to guide the design of a VR/MR lesson for safety management education. The study developed an immersive VR/MR simulation-based activity based on the authentic learning framework. The effectiveness of the safety management lesson using an immersive VR/MR simulation is compared to a recorded video lesson. The results showed that the VR/MR simulation is more beneficial to the participants’ motivation than the video lesson, but not for knowledge improvement and perceived lesson effectiveness. The results can be attributed to the difficulties in operationalising the guidance factor in the authentic learning framework. The key contributions of this study are threefold: (1) the study demonstrates that the authentic learning framework can be used for guiding the development of VR/MR simulation and recorded video lessons for safety management education; (2) the analysis finds that the VR/MR simulation improves motivation for learning, but not knowledge and perceived effectiveness of the lesson; and (3) three guidelines are suggested to improve the design of VR/MR educational applications.

The Effects of Authentic Learning Approach on Academic Achievement and Attitudes in Social Studies Course

In this study, the effects of the authentic learning approach in social studies on academic achievement, retention of knowledge, and attitude towards the course were investigated. In the study, a quasi-experimental pre-test-post-test design with a non-equivalent control group was used. The study group consisted of 50 6th grade students. In the process, the authentic learning approach was used in the experimental and control group, the texts and instructions given in the course book were followed. The study data were collected by the “Social Studies Course Academic Achievement Test” and “Social Studies Course Attitude Scale”. As a result of the experimental process, it was obtained that the academic achievement levels of the students in the experimental and control groups in the social studies course increased and differed significantly compared to the pre-experimental process. It was observed that the measurement results in the follow-up studies conducted five weeks after the measurement after the application did not differ significantly from the post-test scores of the students in the control and experimental groups. The difference between the achievement test scores of both groups was significant, favouring the students in the experimental group. The changes in the attitudes of the students in the control group towards the social studies course were not found to be significant when compared to the pre-experimental process, while the changes in the attitudes of the students in the experimental group were significant. While there was no significant difference between the pre-test attitude scores of the students in the experimental and control groups, a significant difference was found between the post-test attitude scores favouring the experimental group. In this respect, the authentic learning approach has created an important alternative to methods based on knowledge transfer. In addition, it was observed that the authentic learning approach positively changed students’ attitudes towards the course.

The Effect of Authentic Learning Approach on the Development of 21st Century Learning and Innovation Skills in Social Studies Course

Bu araştırmada, otantik öğrenme yaklaşımının sosyal bilgiler dersinde uygulanmasının 21. yüzyıl öğrenme ve yenilenme becerilerinin gelişimine etkileri araştırılmıştır. Araştırmada ön test – son test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmanın çalışma grubu, 6. sınıf seviyesinde öğrenim gören 50 öğrenciden oluşmuştur. Bu kapsamda aynı sınıf seviyesinde biri deney (n=28) diğeri kontrol (n=22) grubu olmak üzere yansız atama ile iki grup oluşturulmuştur. Deney ve kontrol gruplarındaki öğrencilerin benzer özelliklere sahip öğrencilerden oluşması için denkleştirme işlemi yapılmıştır. Araştırmada 21.Yüzyıl Öğrenme ve Yenilenme Becerileri Ölçeği (21ÖYBÖ) ön test olarak uygulandıktan sonra yarı deneysel işleme geçilmiştir. Dersler, deney grubunda otantik öğrenme yaklaşımına uygun yöntemlerle kontrol grubunda ise ders kitabındaki yönergeler doğrultusunda işlenmiştir. Yarı deneysel işlem sonrası deney ve kontrol gruplarına 21ÖYBÖ son testler olarak uygulanmış ve sonuçlar karşılaştırılarak yorumlanmıştır. Verilerin analizinde ilişkili örneklemler için bağımlı gruplar t-testi, ilişkisiz örneklemler için bağımsız gruplar t-testi kullanılmıştır. Deneysel işlem sonucunda, deney ve kontrol grubunda yer alan öğrencilerin 21ÖYBÖ son test puanlarında deneysel işlem öncesine göre puan artışları meydana gelmiştir. Deney grubundaki öğrencilerin puan artışları kontrol grubundan daha fazla olmuştur. Ancak iki grubun son test puanlarında istatistiksel olarak fark bulunamamıştır. Deney grubundaki öğrencilerin ölçeğin yaratıcılık ve yenilenme becerileri alt boyutundan elde ettikleri son test puanları, ön test puanlarından istatistiksek olarak anlamlı biçimde farklılaşmıştır. Böylece sosyal bilgiler derslerinin otantik öğrenme yaklaşımına uygun süreçlerle işlenmesinin yaratıcılık ve yenilenme becerilerinin gelişimine katkı sağladığı tespit edilmiştir.

Analysis of the last 10 years of articles and theses on authentic learning: A meta analysis study

The aim of this research is to examine articles and thesis studies in the field of authentic learning approaches and applications in education in the last 10 years and to reveal the trends in this context. In the methodology part of the research, meta-analysis method was used. Meta-analysis studies refers to the critical review and integration of the findings of seperate studies. For the purpose of the study, a total of 111 pieces of research, published between 2010 and 2021 and selected by purposeful sampling method were analyzed. Databases used in this research are Eric, IEEE Xplore, Ebsco, Springer, Science Direct, Scopus, Web of Sciences. Authentic learning approaches and applications in education throughout the world were examined under 16 criteria. These criteria were databases, journal name, year of publication, country, institute, number of authors, research area, method, education level, number of sample, data collection method, number of references, analysis techniques, research trends. These data were interpreted based on percentage and frequency. As a result, authentic learning approaches and applicationare integrated in many fields such as ICT, engineering, network learning technology, nursing, curriculum and instruction, geography, medicine and more.

Use of Evidence-Based Activities within the Scope of Authentic Learning Approach in Primary School Social Studies Lesson

Within the scope of the authentic learning approach, the teaching process can be designed by using various methods and techniques. One of these methods is evidence-based learning. By using evidence in authentic learning, activities and tasks can be created according to the components of authentic learning and the teaching process can be designed. In this study, activities and authentic tasks were created and applications were made by using evidence in the authentic learning process in the primary school Social Studies course. In this context, it is aimed to reveal how authentic learning components are reflected in the teaching process carried out with the use of evidence-based activities within the scope of authentic learning approach in primary school Social Studies course. The working group of the study was designed according to the action research design, which is one of the qualitative research methods, was determined using the typical case sampling technique. Accordingly, the working group of the study consists of 35 primary school 4th grade students in a public school in Diyarbakir. Data in the study were collected from observations, worksheets, student, and researcher diaries. Descriptive analysis technique was used in the analysis of the obtained data. According to the results of the research, it was determined that students' high-level thinking and developing different perspectives skills developed in the learning process, they associate subjects with their own lives, they cooperate to solve life problems and benefit from expert opinions. In this respect, it has been observed that the use of evidence-based activities in the authentic learning process in Social Studies course can be quite functional.

Breaking Barriers: Educating Design Students about Inclusive Design through an Authentic Learning Framework

AbstractCurrent studies in design education suggest that students and educators base their designs on what they already know about themselves and their peers, or on stereotypical notions of others. This article presents a critical examination of a pedagogical approach employed in several architecture and interior design studios to determine how best to develop student understanding of how to design for real users and users with abilities different from themselves. This authentic learning approach with spatial design students and teachers from the School of Design, Queensland University of Technology, Australia and with people with differing abilities, used qualitative and quantitative questionnaires, student journals and design studio projects to create a multimodal data set. While there are no simple conclusions, or easy answers to unravel the complexity in creating inclusive designs, our findings point towards enabling new engagements and knowledge processes and scaffolding these activities around authentic learning, so that design students and educators can begin to understand the differing ways of designing for/with people with disabilities. The significance of this research is that it opens up new approaches for teaching design students about inclusive design beyond fake personas, building codes and anthropometric data, and provides evidence of the need for a more holistic, authentic and scaffolded approach.

Are Emotions Important for College Teachers’ Intentions to Use the Online Learning System? An Integrated Model of TAM and PAD

Project based learning(PBL) is an innovative instructional strategy focusing on practice and participation, which emphasizes problem solving and integrates a variety of authentic learning approaches. As such, PBL is an appropriate instructional strategy to realize "learner-centered" and "ability-centered" education. As the core of teaching, whether teachers are willing to use the online system for PBL has become a key factor. Based on this, to investigate the influence of teachers' emotions on their intention to use the PBL online system is helpful to improve teachers' teaching. Using 196 Taiwan college teachers attending the workshops of PBL online system as the participants, this study combined TAM (Technology Acceptance Model) with PAD (pleasure, arousal, dominance) to propose a new, integrated model to clarify the impact of teachers’ emotions on the intentions to use the PBL online system. The results showed that: Among the original TAM, the variables of perceived usefulness and perceived ease of use were positive to the attitude and the attitude was positive to the intention of using the PBL online system; For the variables of PAD, the variables of pleasure and arousal were positive to the attitude and the variable of dominance was positive to the variable of perceived ease of use.

English

This study was conducted to determine the effects of the "Moodle LMS which was based on authentic learning approach" and "online learning which was based on authentic learning approach environments" on “mathematics achievement” and “online authentic learning self-efficacy" levels of students in a basic mathematics course. In accordance with the purpose of this study, an experimental design with pre-test and post-test control group was used as the research design. Within the framework of the experimental model, two experimental and one control group were formed with random assignments and were included in different learning environments. Two data collection tools (Mathematics Achievement Test and Online Authentic Learning Self-Efficacy Scale) were developed. As a result, it was seen that there was a significant difference between the mathematics achievement test scores and between the online authentic learning self-efficacy scores when the experimental and control groups were tested later. They had all been doing a Basic Mathematics course in three different learning environments. The significant difference within the context of the two variables was in favour of the working group of the study’s students who had their education in a blended learning environment (both traditional face to face and online learning) which was based on the authentic learning approach on Moodle LMS.   Key words: Distributed learning environments, human-computer interface, improving classroom teaching, interactive learning environments, post-secondary education.

Analysis of the last 10 years of articles and theses on authentic learning: A meta-analysis study

The aim of this research is to examine articles and thesis studies in the field of authentic learning approaches and applications in education in the last 10 years and to reveal the trends in this context. In the methodology part of the research, the meta-analysis method was used. Meta-analysis studies refers to the critical review and integration of the findings of separate studies. For the purpose of the study, a total of 111 pieces of research, published between 2010 and 2021 and selected by purposeful sampling method were analyzed. Databases used in research are Eric, IEEE Xplore, Ebsco, Springer, Science Direct, Scopus, Web of Sciences. Authentic learning approaches and applications in education throughout the world were examined under 16 criteria. These data were interpreted based on percentage and frequency. As a result, authentic learning approaches and applicationare integrated in many fields such as ICT, engineering, network learning technology, nursing, curriculum & instruction, geography, medicine and more. Keywords: Learning Approaches, Meta-Analysis, Publication Classification, Authenic, Analysis

Science Teachers’ Readiness in Implementing Authentic Learning Approach in Teaching and Learning

Science Teachers’ Readiness in Implementing Authentic Learning Approach in Teaching and Learning

An authentic learning approach to engage solid waste engineering students

Abstract With solid waste management being such a crucial and tangible issue in the XXIst century, a blended learning environment was fashioned in a solid waste engineering module for graduate students. The emphasis was in creating authentic projects in partnership with the National Environment Agency (NEA) and the Ministry of Education to increase waste awareness and promote the circular economy across various schools in Singapore. The connection between engagement and authentic learning was verified empirically by means of focus group interviews and questionaires, followed by statistical analysis. A Pearson correlation coefficient of 0.86 and linear regression coefficient of 0.73 (p value = 0.093) demonstrated the positive correlation between these two factors. Finally, a Bayesian bootstrap approach helped overcome the small sample size and confirmed the satisfying positive relation found between authentic learning and engagement. From focus group interviews, it appeared that most students found that the authentic projects accurately reflected the real world problems. One student commented: “I particularly found the NEA project meaningful and certainly appreciate the effort put in with NEA and the schools to prepare the class for this project. I’m beginning to look for ways as to how I can reduce solid waste myself!”.

OncoSim and OncoWiki: an authentic learning approach to teaching cancer genomics

BackgroundPersonalised medicine is rapidly changing the clinical environment, especially in regard to the management of cancer. However, for the large part, methods used to educate undergraduate students as future biomedical scientists and medical doctors have not reflected these changes. In order to make effective use of advances in cancer genomic knowledge, there is a need to expose students to the challenges of genomic medicine and to do so in a manner that makes this complex information accessible.MethodsThe teaching method developed, OncoSim, is a scaffolded ‘Personal Research’ module option for final year biomedical undergraduate students. It uses an authentic learning approach to teach cancer genomics via simulated cancer patient case studies that have identifiable potential therapeutic targets with associated drug therapies (so-called targeted therapy/precision oncology). In addition, these simulated case studies can be uploaded to a dedicated learning website (OncoWiki) where they can be freely downloaded and used to teach medical students the principles of targeted therapy. A preliminary evaluation of OncoSim was carried out using 3 research tools: (1) online questionnaires; (2) semi-structured interviews; and (3) analysis of whole cohort mark ranges. Thematic analysis was used to code and categorise interview data.ResultsThe teaching materials for OncoSim and the OncoWiki site are freely accessible at https://www.oncowiki.co.uk. Questionnaire data and comparison of whole cohort marks showed OncoSim was at least as effective as alternative choices, and suggested OncoSim provided a valued alternative to traditional laboratory-based projects. No barriers to receptiveness were found. Interview analysis provided 5 broad themes (authentic learning experience; individual challenges; interest in cancer; positive learning experience; supportive structure) supporting the authentic learning aspect of the project, the strong scaffolding provided and the overall effectiveness of the approach.ConclusionsOur preliminary, proof-of-concept, evaluation suggests that OncoSim will be effective in supporting the teaching of genomic medicine to undergraduate students. We plan and hope our study will encourage further formal evaluation in a larger cohort of students, including a control group. The OncoWiki site has the capacity to grow independently as future students create and upload simulated case studies for other students to then download and analyse.

Development Student Activity Sheet of Natural Sciences with Authentic Inquiry Learning Approach to Improve Problemsolving Skills of Junior High School Students

This study aims to determine the feasibility of the Student Activity Sheet with authentic inquiry learning approach based on the results of the expert judgment assessment and also the students’ responses as well as to determine the improvement of problem-solving skills. This research is a development research (R&D) with a 4-D (four-D) model. The stages of this research included to define, design and develop. Research subjects were the experts, science teachers, and students of class VIII B of SMPN 14 Yogyakarta. The research instruments used were the Student Activity Sheet of expert and teacher validation instrument, students’ responses instrument, problem-solving skills observation sheets, and problem-solving skills pretest-posttest. The analytical techniques used included the average score to determine the actual score, the conversion of scores into four categories, the calculation of the percentage of mastery of problem-solving skills and the gain score of the mastery of problem-solving skills. Furthermore, the Student Activity Sheet was developed and considered very good by experts and teachers as well as suitable for use in natural sciences learning. (2) The students gave very good responses to the Natural Sciences Subject Student Activity Sheet with authentic inquiry learning approach from the results of development, (3) the improvement of students’ problem-solving skills in Natural Sciences learning with authentic inquiry learning gained an increase of 17.8% and the gain score of 0.74 which is included in the “high” category.

RESEARCH BASED LEARNING (RBL) TO IMPROVE CRITICAL THINKING SKILLS

<em>The era disruption carrying a lot of changes, both from field of social, culture, economic and education. In the field education in the face of the disruption, educators must be able to develop four skills, namely communication, collaboration, critical thinking, and creativity. Teachers and prospective educators need to develop critical thinking skills by using learning strategies. So we need a method which appropriated with developing of critical thinking skills. Aims of study are describe concept of Research Based Learning (RBL), concept of critical thinking skills, and relationship of RBL and critical thinking skills. The results of Research Based Learning (RBL) can improve critical thinking skills because in this learning method uses authentic learning, problem-solving, cooperative learning, contextual (hands on & minds on) and inquiry-discovery approaches. </em>

An Exercise Regarding Values Education with An Authentic Learning Approach

An Exercise Regarding Values Education with An Authentic Learning Approach

Enhancing graduates’ employability skills through authentic learning approaches

PurposeThe purpose of this paper is to introduce a theoretical framework based on authentic learning approaches that can be taken into consideration in higher education (HE) contexts to design activities that enable students to develop employability skills.Design/methodology/approachThree methods were used to develop the framework: desk research on current demand and supply of new graduate’s employability skills; interviews in four European HE institutions to identify authentic learning scenarios; and asynchronous online focus group to validate the framework.FindingsThe paper takes a competence-centred approach to the concept of employability skills and sets out a taxonomy of skills required to enhance new graduates’ employability. It also gives criteria and examples of authentic learning scenarios in HE settings that promote the acquisition of these skills.Research limitations/implicationsThe framework developed remains theoretical. In a second phase, the framework will be applied to implement authentic activities in different programmes and subjects of five HE institutions, and the results will be reported in future publications.Practical implicationsThe framework gives directions to create real and practical ways to enhance new graduates’ employability skills by improving the connection between HE curricula and the demands of the real world.Originality/valueThe added value of the paper lies in adopting a learner-centred, genuine and effective learning approach, such as authentic learning as a catalyst for bringing work experience to formal learning in HE institutions, in order to better develop graduates’ employability skills.

The Present and Future State of Blended Learning at Workplace-Learning Settings in Adult Education: A systematic review

The main objective of this study is to examine the present and future state of blended learning (BL) for adults in workplace-learning settings. Data were collected in numerous areas from various databases and sources for the period from 1965 to June 2018. This topic was found mainly in the fields of education and business. The data collected were thoroughly analyzed and evaluated, and quality assessment of the literature was carried out. Major findings of the studies were analyzed. Results: 17 peer-reviewed articles were selected, 10 surveys, five qualitative studies, two case studies, and one randomized control trial, which included studies carried out in different parts of the world. The sample size of the studies under analysis ranged from 16 to 674 participants, and the aggregate sample size was 3250. The length of the investigations ranged from 4 weeks to 7 months. Conclusions: BL is expected to be more prevalent in workplace environments due to the use of authentic and collaborative learning approaches.