Authentic Learning Experiences Research Articles

The Durban University of Technology Faculty of Health Sciences Decentralized Clinical Training Project: Protocol for an Implementation Study in KwaZulu-Natal, South Africa.

The Durban University of Technology (DUT) Faculty of Health Sciences (FHS) in KwaZulu-Natal, South Africa, is embarking on a project to implement a Decentralized Clinical Training Program (DCTP). The DUT FHS DCTP project is being conducted in response to the growing demands of students requiring clinical service placements as part of work-integrated learning. The project is also geared toward responding to existing gaps in current practices related to the implementation of a DCTP, which has mainly been through traditional universities providing training to medical, optometry, occupational therapy, and physiotherapy students. In South Africa, a DCTP is yet to be implemented within the context of a university of technology; it is yet to be implemented within health science faculties that offer undergraduate health science programs in mainstream biomedicine and alternative and complementary disciplines. We aim to design, pilot, and establish an effective DCTP at the DUT FHS in KwaZulu-Natal, South Africa. Participatory action research comprising various designs-namely, appreciative inquiry, qualitative case study design, phenomenography, and descriptive qualitative study design-will be used to conduct the study. Data will be collected using individual interviews, focus group discussions, nominal group technique, consensus methodology, and narrative inquiry. Study participants will include various internal and external stakeholders of the DUT, namely, academic staff; students; key informants from universities currently using successfully established DCTPs; academic support staff; staff working in human resources, finance, procurement, and accounting; and experts in other disciplines such as engineering and information systems. Overall, 4 undergraduate health science programs-namely, Radiography, Medical Orthotics and Prosthetics, Clinical Technology, and Emergency Medical Care and Rescue-will be part of the project's pilot phase. Findings from the project's pilot phase will be used to inform scale-up in the other undergraduate programs in the DUT FHS. The project is being implemented as part of the university's strategic objective of devising innovative curricula and pedagogical practices to improve the mastery, skill set, and competence of health science graduates. The study has currently commenced with the situational analysis, consisting of engagement with external stakeholders implementing DCTPs. The data to be generated from the completion of the situational analysis are anticipated to be published in 2024. This project is envisioned to facilitate collaboration among the universities of technology, traditional universities, Ministry of Health, and private sector for clinical placement of undergraduate health science students in health establishments that are away from the university, thereby exposing them to real-life experiences related to health care. This will facilitate authentic learning experiences that will contribute to improved competencies of graduates in relation to the health needs of society and the multiple realities of the South African health system. PRR1-10.2196/52243.

Project-based learning in Australian & New Zealand universities: current practice and challenges

ABSTRACT Project-based learning is a key approach to better preparing students for professional engineering practice. An overview of current practice within Australia & New Zealand is needed to better support academics and their Learning and Teaching leadership in improving their practice. This paper benchmarks current project-based learning practice in Australian & New Zealand universities to identify how project-based learning is currently being delivered as well as challenges associated with project-based learning. Key considerations noted in our research include a variety in the reasons and subsequent designs for project-based learning, workload concerns for unit coordinators, a need to better support authentic project-based learning experiences, as well as a need to manage expectations around student satisfaction. These findings highlight key concerns associated with current practice and provide data for academics and their Learning and Teaching leadership to understand and take steps to ameliorate the challenges of project-based learning.

Interactive Surgical Training in Neuroendoscopy: Real-Time Anatomical Feature Localization using Natural Language Expressions.

This study addresses challenges in surgical education, particularly in neuroendoscopy, where the demand for optimized workflow conflicts with the need for trainees' active participation in surgeries. To overcome these challenges, we propose a framework that accurately identifies anatomical structures within images guided by language descriptions, facilitating authentic and interactive learning experiences in neuroendoscopy. Utilizing the encoder-decoder architecture of a conventional transformer, our framework processes multimodal inputs (images and language descriptions) to identify and localize features in neuroendoscopic images. We curate a dataset from recorded endoscopic third ventriculostomy (ETV) procedures for training and evaluation. Utilizing evaluation metrics, including "R@n," "IoU= θ," "mIoU," and top-1 accuracy, we systematically benchmark our framework against state-of-the-art methodologies. The framework demonstrates excellent generalization, surpassing the compared methods with 93.67 % accuracy and 76.08 % mIoU on unseen data. It also exhibits better computational speed compared with other methods. Qualitative results affirms the framework's effectiveness in precise localization of referred anatomical features within neuroendoscopic images. The framework's adeptness at localizing anatomical features using language descriptions positions it as a valuable tool for integration into future interactive clinical learning systems, enhancing surgical training in neuroendoscopy. The exemplary performance reinforces the framework's potential in enhancing surgical education, leading to improved skills and outcomes for trainees in neuroendoscopy.

Community-based learning in medical education: A starting guide and lessons learned

Community-based medical education (CBME) addresses real-world health problems and is characterized by its emphasis on reciprocity and collaboration with community stakeholders. Limited evidence shows that CBME is an effective learning strategy to care for underserved communities. However, medical schools and nursing schools struggle to implement CBME in their curriculum. In this article, we present four practical examples of CBME from medical and nursing schools in Belgium and the Netherlands. By taking the lessons learned derived from these practical examples into account, all students can have an authentic learning experience within the community, which empowers community members and increases their health.

You just have to take a big leap! Authentic teaching and learning in the technology program at an upper secondary school

AbstractIn literature, teaching for an authentic learning experience is seen as rewarding and interesting, promoting better understanding of for example sustainable development and fostering students’ independence. Some upper secondary schools emphasise authentic teaching and learning on their websites, showcasing how students engage in authentic tasks. We are interested in examining how authentic teaching is implemented in practice and what enables it. Therefore, we investigate a specific practice where authentic teaching occurs, and we follow students and teachers. We want to understand what may be required to implement authentic teaching. The research questions were: What characterises authentic teaching and learning when students on the technology program work on their design projects and individual pieces of work? How is authentic teaching and learning facilitated? Students in Year 3 of the technology program engaged in a project where they studied residential apartments’ resource use and climate impact using sensors. They visited the energy research team, learned about the technology and data collection, and completed own upper secondary school projects related to sensor technology, programming, and data analysis. These were meant to be characterised by authenticity according to the school’s procedures. Data was collected through interviews, observations, and analysis of video material, sound recordings, and field notes. The analysis revealed that the teaching exhibited characteristics of authentic learning, facilitated by early exposure, teacher empowerment, and strong support from management and resources. The results thus show both the characteristics of how the teaching is organized and how teachers handle students’ learning, as well as the organizational factors at the specific school that enable it.

Vocational teachers’ perceptions on workplace learning in facilitating students’ professional engagement in the context of industry-university collaboration in China

PurposeThis study aims to explore vocational teachers' perceptions regarding workplace learning that align with students' training models and collaborative teaching involving specialised professionals within the context of industry-university collaboration.Design/methodology/approachUsing a qualitative approach, the study conducted nine semi-structured interviews from three subject areas to better understand how vocational teachers’ work-based learning enhances their pedagogical practice in guiding students’ professional training. Thematic analysis was adopted to identify patterns that emerged from concepts and theories related to coding categories.FindingsThe authors identified three key components: vocational teachers’ workplace learning in connection with students’ training models, collaborative teaching with specialised professionals and teachers’ regular interactions with enterprises. The findings demonstrate that vocational teachers’ engagement in workplace learning pertaining to specific subjects provides a valuable avenue for enhancing curriculum design with collaboration with industry experts. This is key for supporting vocational students’ transitions into the workplace and ensuring their knowledge and skills are tailored to the industry-standard practice.Research limitations/implicationsThe data are limited to the review of interviews from three vocational subject areas as the representative sector in the study. However, this research implies effective knowledge transfer between workplace settings and vocational institutions, and vocational teachers need to integrate work-based vocational knowledge and skills in a relevant and applicable way across diverse classroom settings.Practical implicationsFostering collaborative partnerships with local industries and professionals can be a primary way to facilitate authentic learning experiences that are linked to a specific vocational field and bridge the gap between diverse classroom learning and real-world work scenarios.Originality/valueThis study combines contemporary workplace learning theories with the conceptual understanding of vocational teachers’ involvement with industry-specific practice. Connecting teachers’ knowledge to the industry extends the input and collaboration from professionals and field experts to the diverse vocational classrooms.

Effectiveness of informal digital learning of English on EFL learners’ vocabulary knowledge: a mixed-methods investigation

This mixed-methods study examined the association between informal digital learning of English (IDLE) and English as a Foreign Language (EFL) learners’ vocabulary knowledge (VK). A total of 365 EFL learners, including 172 males and 193 females, participated in the quantitative part, while 24 EFL learners (12 males and 12 females) participated in the qualitative part. The participants completed the Informal Digital Learning of English Scale (IDLES), an English vocabulary test, and wrote a reflective statement. Pearson correlation analysis, multiple regression analysis, and thematic coding analysis were employed to analyze the collected data. The findings revealed a significant positive correlation between IDLE and the EFL learners’ VK. Additionally, the results indicated that the EFL learners’ VK was influenced by all dimensions of IDLES, including IDLE-enhanced benefits, IDLE practices, others and support, authentic L2 experience, resource and cognition, and frequency and device. Moreover, four overarching themes emerged from the qualitative findings: having authentic learning experiences, receiving support from others, benefiting from quantity and diversity, and being motivated and confident. The findings evidenced that IDLE is an effective way of enhancing EFL learners’ VK as it can provide them with exposure to authentic and diverse English learning resources and activities beyond traditional classrooms.

Using Speech Recognition Algorithms to Improve Listening Training in College English Listening Instruction

English listening proficiency plays a crucial role in language learning and communication. Speech recognition algorithms can significantly enhance listening training in college English instruction by providing personalized and interactive learning experiences. These algorithms can transcribe spoken English passages, allowing students to receive immediate feedback on their comprehension and pronunciation. Additionally, they can generate exercises tailored to individual proficiency levels, offering targeted practice in areas needing improvement. Incorporating speech recognition technology into listening instruction not only promotes active engagement but also enables instructors to track students' progress more effectively. This paper proposed a novel approach leveraging Generative Adversarial Networks (GANs) within an Optimized Edge Computing (OEC) framework to enhance College English Listening Instruction through speech recognition. Traditional methods for English listening instruction often face challenges in providing authentic and personalized learning experiences. To address these limitations, we harness the power of GANs to generate synthetic speech data that closely resembles real-world English speech patterns. By integrating GANs with OEC, we achieve efficient processing of speech data at the edge, minimizing latency and bandwidth consumption while ensuring real-time feedback and interaction. Through extensive experimentation and analysis, demonstrate the superiority of our GAN-OEC framework over traditional baseline models and other speech recognition algorithms. Results demonstrated that the proposed model achieves an average accuracy of 90.6%, a fluency score of 8.5 out of 10, and a pronunciation accuracy of 84.6%. These results highlight the transformative potential of GAN-OEC in revolutionizing English instruction and language learning outcomes in educational settings.

Increasing High School Students' Creativity in Local Wisdom-Based Environmental Studies Through the Project-Based Learning Model

<p>Enhancing creativity through education enriched with local wisdom is essential, allowing students to delve into new ideas and information about chemical concepts through everyday phenomena. This research investigates the impact of a Project-Based Learning (PjBL) model infused with local wisdom on student creativity. A quasi-experimental design with pretest-posttest control groups was utilized. The participants were eleventh-grade students selected via purposive sampling. The study employed questionnaires and observation sheets as instruments. The procedure demonstrated that PjBL, enriched with local wisdom, significantly fosters student creativity by supporting authentic learning experiences and encouraging innovative ideas. In contrast, direct instruction predominantly centers on teacher-led activities, with minimal direct student engagement. The data analysis included average difference tests, N-gain, and percentage analysis. Results indicated a notable improvement in student creativity within the PjBL group compared to the control, with statistical significance at 0.000 < 0.05. N-gain scores were medium (0.44) for the experimental group and low (0.25) for the control. Creativity scores in the experimental group were high across all indicators—preparation, person, process, product, and press—ranging from 93.6 to 96.8. In contrast, the control group scored in the medium range from 66.7 to 72.6. This evidence suggests that the PjBL model effectively enhances student creativity by contextually integrating hydrocarbon chemical concepts with local wisdom. Therefore, this approach achieves curriculum goals and motivates educators and students to embrace and apply local wisdom creatively in their learning processes.</p>

The effects of a self-developed virtual reality environment on college EFL learners’ vocabulary learning

ABSTRACT In second language acquisition (SLA), vocabulary learning can be a great challenge for some English as a Foreign Language (EFL) learners. Virtual Reality (VR) technology has unleashed its potential in language education, but insufficient attention has yet been paid to its impact on EFL learners’ vocabulary learning. To bridge this gap, we conducted a quasi-experiment based on a self-developed VR platform, in order to investigate the effects of VR on EFL learners’ vocabulary learning. A total of 68 college students participated in this study and were assigned to either the experimental (VR players) or the comparison (video watchers) group. The results revealed that the VR players significantly outperformed the video watchers in terms of vocabulary learning. The VR environment contextualized vocabulary learning by providing an authentic language learning experience, a strong sense of presence, and instant interaction and feedback, whereas the VR players’ learning motivation still needed to be strengthened. Analysis of semi-structured interviews further demonstrated that most of the students valued the potential of the VR-assisted learning approach, while some of them still held mixed feelings about it. This study provides some suggestions for both language instructors and technical experts in terms of task design, platform optimization, and material development.

Online Learning and Liminal Spaces: An Example of Innovation in Social Work Field Education

Abstract Amidst the challenges posed by the coronavirus disease 2019 pandemic, universities grappled with adapting to online service delivery, particularly affecting student placements in programmes requiring practicum experiences. Addressing this, four Australian Universities/Colleges collaboratively initiated the Supporting Placement through online Access and Community Engagement (S.P.A.C.E) Project, a twelve-month research endeavour. This study, based on qualitative data from S.P.A.C.E, reveals that the project’s success in delivering quality placement experiences hinged on three key factors: (1) the creation of a liminal (or third) space, (2) a genuine commitment to critical pedagogy and (3) the intentional use of online technology for an authentic learning experience. Significantly, the findings have implications for the field of social work by challenging assumptions about online learning, influencing social work theory through the exploration of a transformative ‘third space’, enhancing practice through critical pedagogy and suggesting policy directions that support flexible and viable online modalities in social work education. This research contributes to a growing body of evidence supporting online learning as a flexible and effective means for authentic and transformational learning experiences.

Embedded assessment throughout the problem-based learning – a path to authentic learning experiences

This article examines the benefits and challenges associated with Problem-Based Learning (PBL) as a teaching and assessment tool, a constructivist approach that promotes a more pragmatic and student-centered mode of assessment. A tangible illustration of the proposed assessment tool is presented. The study aims to analyze different aspects of mathematical competence in line with the European Commission Framework for Lifelong Learning, such as critical thinking, practical application in authentic problems, and more effective knowledge acquisition. Data were collected through direct classroom observations, open-ended questionnaires, surveys, and personal interviews. The methodology was applied to a sample of 60 students from American College of Sofia (ACS) who participated in project work instead of conventional testing. The results of the study revealed that assessing students’ progress through problem-based tasks not only enhances the development of students’ mathematical competencies compared to traditional methods, but also fosters lifelong learning skills.However, this approach requires a more significant time commitment compared to tra- ditional testing.

Unveiling students test strategizing through the lens of Monitor Theory: Teaching insights

This paper explores the integration of Monitor Theory into the design and implementation of Test-Taking Strategy (TTS) instruction tasks. It critically analyzes the landscape of language test-taking strategies, addressing key issues such as the advisability of explicit teaching, methods for identification, and the impact of less beneficial strategies. Advocating for the teaching of test-taking strategies, the paper recommends the Monitor Theory as an optimal model for pedagogical integration. The exploration aims to provide valuable insights for refining language assessment practices, ensuring alignment with the principles of language acquisition. The content-independent nature of these strategies maintains test validity, offering students opportunities for more comprehensible input and enhancing critical thinking. It proposes a model that emphasizes natural language use, acquisition through natural inference, and feedback mechanisms to enhance language learning and test performance. Practical strategies such as interactive test reviews, critical thinking tasks, and real-world applications are suggested to optimize TTS instruction. By linking test-taking strategies with the acquisition-learning hypothesis, this paper offers a comprehensive approach to optimizing language assessment practices and promoting holistic language development. The discussion underscores the importance of authentic learning experiences, learner autonomy, and comprehensive coaching interventions in fostering genuine understanding and proficiency in language assessment contexts.

High school teachers’ data set aesthetics

PurposeWith increased focus on data literacy and data science education in K-12, little is known about what makes a data set preferable for use by classroom teachers. Given that educational designers often privilege authenticity, the purpose of this study is to examine how teachers use features of data sets to determine their suitability for authentic data science learning experiences with their students.Design/methodology/approachInterviews with 12 practicing high school mathematics and statistics teachers were conducted and video-recorded. Teachers were given two different data sets about the same context and asked to explain which one would be better suited for an authentic data science experience. Following knowledge analysis methods, the teachers’ responses were coded and iteratively reviewed to find themes that appeared across multiple teachers related to their aesthetic judgments.FindingsThree aspects of authenticity for data sets for this task were identified. These include thinking of authentic data sets as being “messy,” as requiring more work for the student or analyst to pore through than other data sets and as involving computation.Originality/valueAnalysis of teachers’ aesthetics of data sets is a new direction for work on data literacy and data science education. The findings invite the field to think critically about how to help teachers develop new aesthetics and to provide data sets in curriculum materials that are suited for classroom use.

In Search of a More Balanced Engineering Curriculum: The Perspective of Students, Teachers, Alumni and Employers

The purpose of this paper is to raise important issues in engineering education in the face of contemporary challenges and demands through the voices of different stakeholders in engineering curricula and in the practice of professional engineering. Several challenges and future perspectives are based on important skills, like soft skills, which are required by employers and include communication, decision-making, problem-solving, leadership and emotional intelligence, as well as the ability to work with people of different backgrounds and apply technical knowledge. A qualitative data analysis of interviews with students, alumni, teachers and employers revealed the demand for more balanced qualified curricula for higher education institutions in the field of engineering. This includes the promotion of collaborative learning spaces, authentic learning experiences based on engaging students in real situations, project-based learning, industrial visits, guest lectures and problem-solving methodologies that are perceived by these stakeholders as essential in the construction of a curriculum, in line with the specific technical competences of each area.

Improving pre-service English teachers’ native cultural knowledge and English language knowledge of native culture in a PBL classroom

ABSTRACT Purpose: Globalization underscores the importance of developing language learners' intercultural communication competence (ICC). English language teacher education nowadays thus necessitates pedagogy training on not only linguistic, but also intercultural dimensions. However, the development of PSETs' home-country cultural knowledge (HCK) and English language knowledge of home-country culture (ELKHC) has been overlooked. Given the wide application of project-based learning (PBL), this study aims to enhance Chinese PSETs' HCK and ELKHC via group projects. Top of Form Bottom of Form. Design: The study was conducted within a PSET training course involving 43 participants at a Chinese university. An intervention comprising four group projects was implemented, which required participants to utilize various technologies to showcase Chinese culture via the English language. The instructor's evaluation, students' self-evaluation, and reflective journals were collected. Findings: Quantitative analysis of the students' self-evaluations and the course instructor's evaluations demonstrated that the PSETs made significant progress in HCK and ELKHC. Qualitative analysis of students' reflective journals showed their learning experiences, gains, challenges, and solutions. Originality/value: This study highlights how PBL affords authentic learning experiences and stimulates learning motivation and autonomy. Strategies for helping learners make more progress in HCK and ELKHC via PBL are also discussed. Ultimately, we believe this study offers insights into the training and development of foreign language professionals.

A Call to Prioritize Safety in STEM and CTE: Addressing Overcrowded Classes and Other Critical Safety Issues

Authentic hands-on learning experiences are paramount for applying content and practices in science, technology, engineering, and mathematics (STEM) and career and technical (CTE) education. Such learning experiences are foundational for preparing P-12 students for future post-secondary and workplace opportunities. However, valuable hands-on learning opportunities often involve some level of potential safety hazards and resulting health and safety risks. While progress has been made in some aspects of STEM education and CTE safety, numerous safety issues and barriers remain. This article provides a detailed overview of some of the most pertinent health and safety issues from the literature and recent studies (e.g., overcrowding and occupancy load). Moreover, this article provides important information for policy makers, state departments of education, teacher preparation programs, school systems, school administrators, curriculum directors, educators, and other stakeholders to make data-informed decisions to improve safety in P-12 STEM education and CTE programs.

Flexible learning spaces as an arena for developing professional digital competence through small group collaboration

ABSTRACT Flexible technology-rich learning spaces such as Future Classroom Labs (FCL) have a large potential for developing teacher education (TE) students’ professional digital competence through engaging in authentic collaborative learning experiences with digital technology. However, there are limited reports on how students perceive and enact the affordances existing in such learning spaces. This paper reports on how one such FCL can facilitate collaborative learning among TE students. The paper poses two research questions: 1) How does the FCL as a learning space accommodate for collaborative learning? and 2) How do the artefacts promote or limit collaboration among students at the FCL? The data were collected through observations of four sessions of group work at the FCL, each having a different group of 15–16 first-year TE students. The results suggest that the FCL promoted collaborative work in terms of finding and building groups, monitoring, and resource-sharing across the small groups. However, students depended on external guidance from a teacher or student assistant to understand the technical sides of the artefacts, and their educational potential. Therefore, the implication is that in their first visits to FCLs, students need guidance to get started with the distinct tasks, and to master the various devices.

At the Intersection of Science and Education: The Process of Scientists and Educators Co‐developing Authentic Learning Experiences for K‐16 Students

AbstractStudents lose interest in science as they progress from elementary to high school. There is a need for authentic, place‐based science learning experiences that can increase students' interest in science. Scientists have unique skillsets that can complement the work of educators to create exciting experiences that are grounded in pedagogy and science practices. As scientists and educators, we co‐developed a lesson plan for high school students on the Eastern Shore of Virginia, a historically underserved coastal area, that demonstrated realistic scientific practices in students' local estuaries. After implementation of the lesson plan, we observed that students had a deeper understanding of ecosystem processes compared to their peers who had not been involved, were enthusiastic about sharing their experiences, and had a more well‐rounded ability to think like a scientist than before the lesson plan. We share our experiences and five best practices that can serve as a framework for scientists and educators who are motivated to do similar work. Through collaboration, scientists and educators have the potential to bolster student science identities and increase student participation in future scientific endeavors.

IMPROVING VOCATIONAL STUDENT COMPETENCIES THROUGH INDUSTRIAL CLASS-BASED EXPERIANTIAL LEARNING

This research aims to evaluate the implementation of industrial class-based experiential learning in Vocational High Schools (SMK) and its impact on increasing student competency, which is considered crucial in facing the challenges of industrial development in Indonesia. This learning approach is expected to provide an authentic and relevant learning experience to the needs of the world of work, proven to increase students' motivation, learning outcomes and practical skills in various subjects through a literature review. However, the high unemployment rate of vocational school graduates and the lack of connection between the school curriculum and industrial demands show the urgency of developing learning models that better integrate education with industrial needs. The Systematic Literature Review (SLR) method was used to analyze ten related previous studies, showing that the experiential learning model had a positive impact on learning motivation and learning outcomes of vocational school students. However, research highlights the limitations of implementing industry-based experiential learning for it requires collaboration between schools, government and industry. Involving industry in the learning process is expected to provide students with direct experience, increasing their readiness to enter the world of work. This research contributes to detailing the benefits of industrial class-based experiential learning in vocational schools and highlights the need for increased implementation of this model. The findings of this research are the basis for further research and efforts to develop vocational education in Indonesia.