Authentic Learning Principles Research Articles

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.

Utilizing Bloom's taxonomy and authentic learning principles to promote preservice teachers' pedagogical content knowledge

The global reading crisis has been widely reported. One of the reasons attributed to the reading crisis is teachers' inadequate pedagogical content knowledge (PCK) regarding the teaching of reading. In South Africa, a multilingual country, the reading dilemma and the need for improved PCK have been debated extensively. This study, therefore, explores how utilizing Bloom's taxonomy and authentic learning principles within teacher education can promote the development of PCK in teaching reading. Using an interpretivist paradigm and an exploratory qualitative research design, data were collected from 20 second-year preservice teachers. The data collection consisted of a qualitative open-ended reflection questionnaire and document reviews. Inductive and thematic analysis was used for data analysis. The findings highlight the importance of authentic learning and PCK in teacher education and training. Furthermore, the findings indicate how Bloom's taxonomy can serve as a possible metacognitive framework to promote preservice teachers' PCK development. The benefits and challenges of PCK within teacher education are also elaborated on. Recommendations are made for teacher education programs to explore the value of Bloom's taxonomy as a metacognitive learning framework instead of a hierarchical assessment framework to create authentic learning opportunities to better prepare preservice teachers for practice.

Authentic learning: Pedagogical approach to promote cognitive realism in a virtual environment

Amidst this global pandemic, clinical education shifted to a virtual platform. In order to provide students with a meaningful learning experience, nurse educators developed modules using principles of authentic learning. Authentic learning engages students in “real-life” activities that resemble practice requiring analysis, problem-solving, and a multidisciplinary perspective. Each module concluded with a synchronous Virtual Communities of Practice (VCP) session. The VCP session included a guest speaker, relevant to the topic, to reflect on and discuss real-time issues. This pedagogical approach to learning cultivated cognitive realism and meaningful knowledge vital to entry level practice.

Spiritual dimension in palliative medicine: a qualitative study of learning tasks: medical students, teachers, educationalists

BackgroundPalliative care is gaining importance within the physician’s range of duties. In the undergraduate medical curriculum, education on the four dimensions of care is insufficient. The spiritual dimension is hardly...

Creating Authentic Learning Through Online Personal Learning Networks

As educators face challenges in creating and cultivating authentic learning experiences in online education, a new paradigm for peer-to-peer learning has emerged: personal learning networks (PLNs). This article outlines autoethnographic research conducted in summer 2019, in which six participants from distinct virtual PLNs reflected on the benefits of PLNs as a model of peer-to-peer learning, how their experiences within PLNs aligned with Rule's themes of authentic learning and ways PLNs can be incorporated into online programming to create deep, authentic learning environments. The study findings align with the core principles of authentic learning: (a) real-world scenarios, (b) inquiry and thinking skills, (c) discourse with the community, and (d) empowerment. The study makes a strong case for the incorporation of PLNs into traditional online programming as a means to create unique and authentic learning experiences.

Establishing a postgraduate programme in nutritional epidemiology to strengthen resource capacity, academic leadership and research in the democratic republic of Congo

BackgroundLow- and Middle-income countries (LMIC) face considerable health and nutrition challenges, many of which can be addressed through strong academic leadership and robust research translated into evidence-based practice. A North-South-South partnership between three universities was established to implement a master’s programme in nutritional epidemiology at the Kinshasa School of Public Health (KSPH), Democratic Republic of Congo (DRC). The partnership aimed to develop academic leadership and research capacity in the field of nutrition in the DRC. In this article we describe the educational approach and processes used, and discuss successes, challenges, and lessons learned.MethodsSelf-administered questionnaires, which included both open and closed questions, were sent to all graduates and students on the master’s programme to explore students’ experiences and perceptions of all aspects of the educational programme. Quantitative data was analysed using frequencies, and a thematic approach was used to analyse responses to open-ended questions.ResultsA two-year master’s programme in Nutritional Epidemiology was established in 2014, and 40 students had graduated by 2020. Key elements included using principles of authentic learning, deployment of students for an internship at a rural residential research site, and support of selected students with bursaries. Academic staff from all partner universities participated in teaching and research supervision.The curriculum and teaching approach were well received by most students, although a number of challenges were identified. Most students reported benefits from the rural internship experience but were challenged by the isolation of the rural site, and felt unsupported by their supervisors, undermining students’ experiences and potentially the quality of the research. Financial barriers were also reported as challenges by students, even among those who received bursaries.ConclusionThe partnership was successful in establishing a Master Programme in Nutritional Epidemiology increasing the number of nutrition researchers in the DRC. This approach could be used in other LMIC settings to address health and nutrition challenges.

Developing Practical Knowledge and Skills of Online Instructional Design Students through Authentic Learning and Real-World Activities

Integrating authentic learning opportunities into online courses can be particularly challenging. These challenges have contributed to a lack of examples (i.e., case studies) of how online instructors have successfully integrated authentic learning into their courses (Vo et al. 2018). This article fills this gap by describing the process of redesigning an online graduate-level instructional design course to incorporate authentic learning activities. This course integrated authentic learning principles and a real-world project situated in a real-life context, allowing students to develop instructional design skills, including project management, stakeholder negotiation, and product design, development, and testing.

Using Educational Robotics as a Cognitive Tool for ICT Teachers in an Authentic Learning Environment

This study describes the theoretical foundations of a learning environment designed for an ICT teachers’ graduate level course, and presents a comprehensive analysis of the qualitative data acquired regarding the course’s implementation. Participants in the study included six ICT teachers enrolled in the “Embedded Systems and Robotic Applications” course of Spring 2018. A design-based research approach was used in order to achieve a systematic but flexible methodology. Within the scope of this study, robotics was used as a cognitive tool, and authentic learning principles were applied. The participants’ reflections about the learning environment indicated that they were satisfied with the course settings, their motivation increased after the course, and they learned more effectively through the scaffolding provided by the instructor.

Effectiveness and Satisfaction of a Proposed Strategy to Provide Electronic Feedback Based on Authentic Learning Principles in Princess Nourah University

This article provides a proposed strategy for electronic feedback based on the principles of authentic learning through Google Drive and to measure the effectiveness of their use and the level of satisfaction from the perspective of students in Princess Nora University (PNU). A sample of 92 students has been included in the study. A list of technical and educational standards was made for the proposed strategy. The list contained three technical standards and thirteen technical indicators. From the educational aspect, the list contained four educational standards and forty-five educational indicators. In addition, preparation and construction of the proposed strategy were done. The results showed the role of the proposed strategy in providing electronic feedback from the viewpoint of PNU students and the high degree of satisfaction with it. In light of the results of the study; the researcher presented a set of recommendations and proposals, which includes encouraging teachers and learners to take advantage of the possibilities of Google Drive in the educational process.

Building souls and CVs with a student-run podcasting course

This case study discusses an experiential learning course comprising a 12-episode podcast series dedicated to transformative learning in higher education. The three-credit course, which was designed by two student leaders (station managers at the university radio station) in collaboration with a faculty collaborator, was informed by the 10 design principles of authentic learning. The central premise of the podcast series hinged on two key questions: What are the ideal conditions where students build their souls as they build their CVs?; What are the conditions for transformative learning whereby students reflect on their learning experience as collaborators with their professors and with one another? The case study offers recommendations to students, faculty, and educational developers who might integrate this model into their own practices.

Malaysian Students Acceptance Towards Learning with Augmented Reality Technology

This paper presents a study that sought to investigate student perceptions and attitudes towards the use of augmented reality (AR) technology for learning in Multimedia University. An AR mobile application was designed using Authentic Learning principles outlined by J. Herrington and L. Kervin, Educational Media International 44, 219 (2007) as a framework and developed using UNITY software. A Technology Acceptance Model was used to gauge student perception and to identify the factors that influence their intention to use AR learning materials. Results of the study indicate that students responded positively to the perceived use (PU) and perceived ease of use (PEOU) of the AR application, which led to a positive attitude towards usage (ATU) and intention to use (BIU). The encouraging response provides support for more research into the use of AR technology to enhance learning environments.

Authentic learning with technology for professional development in vaccine management

Online professional development (OPD) is gaining increasing popularity. However, online learning environments are not always considered effective venues for supporting authentic learning experiences, and the suitability of OPD for practical learning has not been widely explored. This case study paper presents findings of a pilot implementation of an OPD program in vaccine management designed according to the pedagogical principles of authentic learning, using a range of educational technologies as cognitive tools. The study examines how the authentic learning design and the technologies used affect the participants’ learning experience, experience of authenticity and the perceived impact of the course on professional learning. Data was collected through observations, an online post-course survey and interviews with the participants. A thematic content analysis was conducted. The findings suggest the pedagogical framework of authentic e-learning provides useful guidelines for the design of fully online, yet active and practice-driven, professional development that is also perceived as authentic by the participants. Using online education technologies as cognitive tools can support the creation of an authentic learning environment where practical, transferable professional skills can be acquired. Achieving this requires careful consideration of accessibility and usability issues and ensuring that the technologies used serve an authentic purpose.

Experiential and authentic learning approaches in vaccine management

A high level of concern is placed on the storage, handling, transportation, and distribution of vaccines and other pharmaceutical products, particularly those that are time and temperature sensitive. While active and passive cooling equipment and monitoring devices are important, it is the various personnel responsible for executing and writing procedures, designing and operating systems, and investigating problems and helping prevent them who are paramount in establishing and maintaining a “cold chain” for time and temperature sensitive pharmaceutical products (TTSPPs). These professionals must possess the required competencies, knowledge, skills and abilities so they can effectively perform these activities with appropriate levels of expertise. These are complex tasks that require the development of higher cognitive skills that cannot be adequately addressed through professional development opportunities based on simple information delivery and content acquisition. This paper describes two unique learning solutions (one on a bus called the “wheels course” and the other online called “e-learning”) that have been developed by WHO Global Learning Opportunities (WHO/GLO) to provide participants with opportunities not just to learn about cold chain systems or vaccine management, but, rather, to develop high levels of expertise in their respective fields through experiential and authentic learning activities. In these interactive learning environments, participants have opportunities to address real-life situations in contexts similar to what they may face in their own work environments and develop solutions and critical thinking skills they can apply when they return to their jobs. This paper further delineates the managerial and operational vaccine management functions encompassed in these two unique learning environments. The paper also describes the alignment of the objectives addressed in the “wheels course” and the e-learning version with effective vaccine management (EVM) criteria as prescribed by WHO. The paper concludes with an example of a real world product developed by course graduates (specifically a decision tree that is now used by some national programmes). These types of products, valuable in their own right, often emerge when learning environments based on authentic learning principles are designed and implemented as they were by WHO/GLO.

THE USE OF TECHNOLOGY-ENHANCED LEARNING (TEL) TO FACILITATE AUTHENTIC LEARNING: EXPERIENCES OF SOUTH AFRICAN SOCIAL WORK EDUCATORS

Pedagogies incorporating technology-enhanced learning (TEL) are growing in social work education. However, there have been few explorations of the effectiveness of use of particular pedagogical designs based upon authentic learning principles in social work education. This paper contributes to such scholarship on teaching and learning using technologies through the analysis of five qualitative case studies of South African social work educators in order to ascertain whether and how the principles underpinning authentic learning are present in their teaching practices. The paper concludes by arguing that the use of TEL in combination with the principles of authentic learning have the potential to support social work students become work-ready

Learning to ‘Think on Our Feet’: Producing a New Digital Resource for Teaching Social Work Students about Reflective Decision-making in Child Protection Practice in Australia

This paper outlines an innovative approach to preparing students for practising in situations in which they are facing disclosures of abuse and neglect involving child protection. Funding was made available following a successful grant from The Australian Government (Office of Learning and Teaching) to produce a series of filmed case scenarios in a bachelor of social work degree. The design of the case scenarios draws from Lipsky’s theorising about the use of discretion by human service practitioners and is guided by authentic learning principles. In higher education embedding online digital resources depicting complex decision-making is an underutilised teaching technique rarely included in the social work curriculum. The methodology for the project involved interviewing experienced child protection social workers about their practice to assemble composite case studies. The case studies aimed to demonstrate the application of theory and legal principles in practice to enable students to build confidence in using discretion in their fieldwork placements. Through authentic learning opportunities in the final year of a bachelor of social work degree, the wider intention was to promote resilience and work readiness when students go out to work in rural and remote communities in Australia. The implications for social work education are discussed.

Exploring the use of authentic learning strategies in designing blended learning environments

Purpose – The aims of this study is to use authentic learning principles outlined by Herrington and Kervin (2007) as an innovative approach towards the development of a blended learning environment in a Malaysian classroom at the tertiary level and students’ perception towards this learning environment was studied. Design/methodology/approach – This study was conducted using a mixed-method approach and consisted of two parts. Part A: the learning environment was designed to be student-centred, supported by multimedia and web technologies, consisting of online learning modules, blogs and social media, as well as being driven by a class project. Part B: qualitative and quantitative data were collected to solicit student feedback on the learning environment. Findings – Results of the study indicated that students responded positively towards the authentic blended learning environment, as it was found to be relevant to their learning. In an authentic blended learning environment, students became more engaged with the content and actively involved in their learning process. These results show strong and encouraging support for the use of authentic learning principles in the development of blended learning environments. Originality/value – Universities in Malaysia are only beginning to move towards a more blended approach in designing learning environments. This paper provides some insights to one possible way of designing a blended learning environment in a Malaysian tertiary setting.

Developing Creative and Critical Thinking Skills in an Authentic Learning Environment

The Malaysian Ministry of Education has called for a need to produce skilled graduates that are highly employable. In this study, Herrington and Kervin’s Authentic Learning principles were adapted into the design of an Authentic Learning environment that is driven by a problem-based group project. The impact of this learning environment on engaging students’ creative and critical thinking as well as the students’ perception towards the Authentic Learning environment was studied. The learning environment was designed to center on an authentic problem-based group project and was supported by multimedia and web technologies. Results indicate that Authentic Learning principles, when adapted into a learning environment engaged the use of higher-order thinking skills, encouraged the cultivation of crucial skills, made learning an active process, and enhanced understanding. Students responded positively towards the Authentic Learning environment as learning became more relevant. The positive results of this study provide support for the development of more Authentic Learning environments to engage students’ creative and critical thinking skills, thereby answering the call of the national agenda to produce industry-ready graduates with skills that make them highly employable.

Connected authentic learning: Reflection and intentional learning

Authentic learning pedagogy not only allows students to engage in realistic tasks using real-world resources and tools, but it also provides opportunities for students to learn with intention by thinking and acting like professionals as they address real problems. This paper describes a research conducted in a first year university course, where social media were used to support authentic and intentional learning. Principles of authentic learning guided the design of the course, and learning tasks and activities focused on the completion of realistic and complex tasks. Students’ mental effort was expended largely on the creation of polished and accomplished products, rather than on the completion of a series of decontextualised or step-by-step exercises. Importantly, opportunities for reflection were provided through the completion of a complex and collaborative task, a journal and a reflective examination. A qualitative study of two cohorts of students was conducted, as part of a larger design-based research agenda, over a period of two years. Findings showed that providing such course elements to facilitate reflection allowed students to reflect both in action as they participated in the course tasks and on action as they wrote about their learning experiences.

Authentic Learning: My Reflective Journey With Postgraduates

Authentic learning is well documented in the education literature, whether drawing upon the dimensions of social capital in which student learning is enhanced through partnerships and group learning or the teacher acting as facilitator. What does this all mean in practice? This reflective article observes a number of practical learning points that embrace the principles of authentic learning as described by the author when making a series of changes to a tourism postgraduate course. This article highlights the role of formalizing incremental learning as a feedback mechanism for nonclassroom learning, which includes the importance of variety in assignments to stimulate creative and critical skills. This article creates a sense of authentic learning through action research, which encompasses a student's construction and negotiation of knowledge, shows how the role of the teacher is that of a facilitator rather than a formal teacher, and finally, presents the difficulties students encounter engaging with this learning approach.

Developing Preservice Primary Teachers’ Confidence and Competence in Arts Education using Principles of Authentic Learning.

Arts education research over the years has highlighted the situation of nonspecialist preservice primary arts teachers as having little confidence in their own artistic ability and their ability to...