Dissertations / Theses on the topic 'Authentic Learning Environments'
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Herrington, Janice A. "Authentic learning in interactive multimedia environments." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1478.
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The instructional technology community is in the midst of a philosophical shift from a behaviourist to a constructivist framework, a move that may begin to address the growing rift between formal school learning and real-life learning. One theory of learning which has the capacity to promote authentic learning is that of situated learning. The purpose of the study was to investigate the way students learn from an interactive multimedia package and learning environment based on a situated learning model. To do this, it was necessary to identify the critical characteristics of a situated learning model based on the extensive literature on the subject. An interactive multimedia learning environment for university level students was then designed according to these characteristics of a situated learning model. The learning environment comprised an interactive multimedia program on assessment in mathematics, together with recommended implementation conditions in the classroom. Specifically, the research sought to investigate the way preservice teachers used interactive multimedia based on a situated learning model, how they responded to the critical elements of the situated learning environment, what types of higher-order thinking they used as they worked with the program, and whether learning transferred to their professional teaching practice in schools. The research took the form of an interpretive, qualitative study. The major methods of data collection were videotaping of preservice teachers using the interactive multimedia program, observation, and interviews with both the preservice teachers and their supervising teachers in schools. Data was analysed using techniques of qualitative analysis recommended by Eisner (1991) and Miles and Huberman (1994). Findings suggest that the use of the situated learning model was a successful alternative to the system models frequently used for the development of interactive multimedia, and one that enabled students to freely navigate a complex resource. When implemented with all the characteristics defined in the model, it appeared to provide an effective framework for the design of an environment for the acquisition of advanced know ledge. Students used a substantial amount of higher-order thinking, relatively little social and lower order talk, and a moderate amount of procedural talk as they worked with the assessment program. While on their professional practice in schools, the students used a variety of assessment techniques to assess children's learning, and they were able to speak knowledgably and confidently about the issue of assessment, supporting the view that they had incorporated their learning deeply into their cognitive structures. According to the beliefs of the students themselves, the multimedia program appeared to influence the types of strategies they employed and their thinking about assessment as they taught mathematics and other classes during their professional practice. The major implication of the research is that new learning theory can inform the instructional design of interactive multimedia. For implementation in contexts of advanced knowledge acquisition, an instructional design model based on situated learning is an effective substitute for the traditional instructional systems model. Further implications are that excessive intervention by the developer in providing interaction between the program and the learner is not necessary, and that multimedia materials are best designed and implemented socially, not as independent instruction for individual learners. At the conclusion of the thesis, extensive recommendations for further research, both systemic and analytic, are provided.
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Williams, Douglas Charles. "Hypermedia-supported authentic learning environments (HALE) : examination of tools and features which can support student learning /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Pampel, R. (Rachel). "Leveraging architecture and education:approaching the facilitation of good learning environments in authentic and emerging contexts." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201704251537.
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Change is rapid, drastic, unavoidable, and complex in education today. Learning environments at once have to respond to these changes and support the process of change (Kumpulainen & Mikkola, 2014; Kuuskorpi & González, 2011). In order to facilitate these new learning environments, educators need support and training to recognize and engage with the multitude of emerging contexts in education (Burns, 2000; Chalas, 2015; Larson, 2004). This master’s thesis intends to address these issues through a pragmatic approach to the learning environment, supported by the bridging of educational and architectural theory and resources. Six Perspectives for Approaching the Holistic Learning Environment are used to explore current themes and trends in learning environment research and practice in the American/Northern European context. Synthesized themes of a good learning environment in the larger context will be brought forward, as well as a wide range of pertinent learning theories, methods, and practical examples. In collaboration with learning landscape specialist Markku Lang, those themes and trends are then contextually engaged to develop a case study teacher training in the facilitation of good learning environments in the Finnish context. The case study was implemented in the Fall of 2016 with a group of Finnish teacher training students at the University of Oulu. The findings and conclusions are developed through a holistic content analysis of the knowledge co-created during the training. An analytical rubric tool is introduced as the method for incorporating the learning environment theory developed in the initial sections of the thesis into the facilitation and evaluation of good learning environments. The analysis centers on a thick description of four learning environment facilitation plans created by the participants in the teacher training. In the final conclusions section, the effectiveness of the teacher training will be discussed, as well as the further development of learning environment theory. The conclusions are meant to offer flexible knowledge and lay a deep context from which to draw on to implement personal methods in contextual learning environments, not final knowledge that lays out rules of conduct. The value of the thesis, then, is in what the process and conclusions offer to the discussion of learning environments, as well as to quality facilitation of learning environments in practice.
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Sasse, Craig M. "Authentic learning : what makes a classroom and its tasks authentic? /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9840031.
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Yahaya, Ros Aizan. "Immersive virtual reality learning environment : learning decision-making skills in a virtual reality-enhanced learning environment." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16489/.
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New advances in computer programming and more powerful technology have opened up new opportunities for learning though immersive virtual reality simulations. This research highlighted the importance of the role of a lecturer in fostering learning in a technology rich learning environment. Undergraduate business studies students worked collectively to try resolve a problem depicted through an immersive simulation involving a burning factory. The simulation provided a rich personal experience that enabled students with lecturer support to generate effective strategies to address the problem.
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Yahaya, Ros. "Immersive virtual reality learning environment : learning decision-making skills in a virtual reality-enhanced learning environment." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16489/1/Roy_Yahaya_Thesis.pdf.
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New advances in computer programming and more powerful technology have opened up new opportunities for learning though immersive virtual reality simulations. This research highlighted the importance of the role of a lecturer in fostering learning in a technology rich learning environment. Undergraduate business studies students worked collectively to try resolve a problem depicted through an immersive simulation involving a burning factory. The simulation provided a rich personal experience that enabled students with lecturer support to generate effective strategies to address the problem.
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Chang, Chih-Hui. "Self-directed target language learning in an authentic target language environment : the Taiwanese experience." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/14027/.
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Keating, John G. "The impact of teacher and peer dialogue on online collaborative writing in an authentic science literacy learning environment." Thesis, Open University, 2013. http://oro.open.ac.uk/54711/.
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This research is concerned with authentic science writing, and in particular, investigating collaborative science writing at secondary school level, using an online collaborative-writing environment. Specifically, it investigates how measures of successful authenticity relate to (i) how close to the text-structure of a prototypical library report genre are collaboratively-written student papers (i.e., how close to the model students were taught) (ii) to what extent do the papers use the language of science as expected at this level of schooling, for example, use of nominalization, and finally, (iii) what is the degree of participation and contribution by students in a collaborative writing task? The research also examined how students' collaboratively written texts evolved, or changed, over time in terms of their textual structure and of their key linguistic features. The research provides some insight into how text changes and evolution could be explained in relation to online dialogue and feedback. Finally, the thesis identifies the implications of the above for pedagogy and policy, i.e., for (i) students' language development in science and the use of genre pedagogies, (ii) collaborative writing in science, and (iii) on line pedagogy?
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Arabyan, Petros, and Arnaud Vedelago. "Leading Working Environment to Foster Employees' Creativity." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64571.
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This thesis aims to discuss three main categories such as: leadership, working environment and followers’ creativity. Particularly, the general principle of the work is to define how those notions are intertwined. Having used the principles of the Grounded theory (Corbin & Strauss, 2008), we conducted our research with the main emphasis of originating theory from the data that was collected from empirical and theoretical materials. In particular, we found out that leadership factors classified as “work-related” influence the “organizational culture”. Similarly, “management skills” of the leader are closely interrelated with “organizational structure”. Finally, “team-related” leadership traits have their immediate effect on “organizational climate”. Consequently, we can state leadership is able to set up a creative working environment that fosters individual’s creativity. Later forward, the creative working environment is believed to be an ultimate prerequisite that fosters individuals’ creativity. However, it is pertinent to note that leadership as such, can directly influence employees’ creativity as well. As a final analysis, we claim that authentic leadership due to its indispensable attributes is an ultimate prerequisite that enhances individual’s creativity based on the findings of our research.
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Hunger, Gail M. "Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26455.
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This development design research dissertation used Richey and Kleinâ s (1996) Type 2 model to create guidelines that inform instructional designers when designing authentic tasks in the online environment. Herrington and Oliver (2000) state that designing authentic tasks for online learning can be captured using nine characteristics. Bonk and Dennenâ s (2003) research empirically demonstrated a Framework for Online Instruction. Combining these two research frameworks, guidelines to inform the decisions to of instructional designers when for authentic in the online environment are designed, developed, and validated with expert reviewers in authentic learning.Ed. D.
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Lundin, Lisa. "Uterum som klassrum : En studie av gymnasieungdomars upplevelser och tankar om att lära ute." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-72894.
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Syftet med studien var att ta reda på hur gymnasieungdomar upplever utomhuspedagogiska moment i undervisningen. . Det är en kvalitativ undersökning gjord vid Bernadottegymnasiet i Stockholm. Studien baseras på deltagande observationer under drygt två fältdygn och på semi-strukturerade intervjufrågor med tolv elever, i tre fokusgrupper. Resultatet visar att elever upplever utomhuspedagogiska undervisningsmoment positivt. Eleverna anser att dessa moment utgör ett viktigt komplement till traditionell undervisning, och att utomhuspedagogik ökar både motivation och förståelse av begrepp, genom den autenticitet de erbjuder. Den positiva upplevelsen förstärks om lärsituationen upplevs som relevant och autentiskt.The aim of this study was to investigate upper secondary school pupils' attitudes to outdoor learning. It is a qualitative study done at the Bernadotte upper secondary school in Stockholm. The study is based on participant observations during two days and on semi-structured interview questions with 12 pupils in three focus groups. The results show that pupils in upper secondary school experience outdoor learning as positive. The pupils argue that those exercises constitute an important complement to traditional education and that outdoor education increases both motivation and understanding due to the authenticity it offers. This positive impression is strengthened if the educational situation is perceived as relevant and authentic.
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Weeks, Keith William. "Setting a foundation for the development of medication dosage calculation problem solving skills among novice nursing students : the role of constructivist learning approaches and a computer based 'Authentic World' learning environment." Thesis, University of South Wales, 2001. https://pure.southwales.ac.uk/en/studentthesis/setting-a-foundation-for-the-development-of-medication-dosage-calculation-problem-solving-skills-among-novice-nursing-students(5003cde5-921c-46f1-a70d-04370fbb13ce).html.
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Objective: This study analysed the problems encountered by novice nursing students during the process of learning medication dosage calculation skills via didactic transmission methods and 'word problems'. Subsequently constructivist approaches were applied to the design and development of a computer-based 'Authentic World' learning environment. The relationship between exposure to these two teaching methods and the learning of dosage calculation skills, was evaluated in both college- and clinical-based environments. Participants and Setting : 44 novice nursing students following a pre-registration HE Diploma in Nursing Studies programme, within a large UK school of nursing. Design : During the college based phase of the investigation, two groups of 22 participants were exposed to a 'cross-over' experimental approach, involving: a) tuition via transmission and 'Authentic World' methods, followed by a written dosage calculation assessment. b) cross-over to the alternative treatment, followed by a written dosage calculation assessment. During the clinical-based phase of the investigation, a nine participant sub-sample were assessed during dosage calculation situations within child, adult and mental health care settings. A thematic analysis of post-assessment interviews was performed to identify participants' perceptions of the efficacy of the teaching strategies in assisting to bridge the theory-practice divide. Findings : Evaluations of participants' performance during written assessments revealed three error types: conceptual, arithmetical operation and computation errors. Findings indicated that exposure to the 'Authentic World' environment, assisted participants to develop accurate schema for understanding dosage problems and eliminated all conceptual errors. Development of schema for arithmetical operation and computation skills took a more protracted period of time. On completion of the college-based phase 80% of participants scored 100% on the written assessment, and performance on the written assessments proved to be predictive of dosage calculation performance in clinical practice. Conclusions: These results suggest that exposure to constructivist approaches assist novice nursing students to both develop requisite schema and understanding of medication dosage problems, and to bridge the theory-practice divide in this area of practice. Development of schema for arithmetical operation and computation methods requires a more protracted time period for assimilation and accommodation to occur. Implications for practice : The predictive nature of this education process assists learners scoring 100% on written assessments to enter clinical practice as advanced beginners in this domain; and enables early mobilisation of college support mechanisms to assist learners who manifest arithmetical operation and computation errors, to develop accurate schema for these skills.
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Elsworth, Jill. "A Women's Investment Club: A Case Study Investigating the Process of Empowerment by Active Participation in a Group Learning Environment." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16075/.
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Over the last two decades research into the notion of empowerment has been focused on the three primary dimensions of process, outcomes and environment within the contexts of the individual, community groups and business organisations. As a psychological attribute, empowerment at the individual level has been investigated significantly by such theorists as Rappaport (1995) and Zimmerman (2000). However, studies in this field neglect deep understanding of the reality of the individual's experiences of the empowerment process. Definitions within the literature refer to empowerment as being a process which occurs over time for the individual who is personally challenged to achieve power and control within his/her own life context by the application and reflection of learning new knowledge and skills. The purpose of this investigative case study is to examine the reality of the empowerment process as it occurs in the individual lives of a group of women who have actively participated in the learning environment of an investment club over a 2 year period in Brisbane. The three dimensions of empowerment support the structure of the study with the findings evidencing 'authentic empowerment' is achieved when the individual seeks to operate within the dual learning environments of the supportive group as well as the solo learning environment. The reality of individual authentic empowerment proved to be a continuum of experience dependent upon the individual's levels of motivation, energy, decision-making abilities, knowledge, risk taking, confidence, time and goals. Sustainability of empowerment related to the participant's level of active involvement in the dual learning environments while accepting complete responsibility for actions and consequences.
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Elsworth, Jill. "A women's investment club : a case study investigating the process of empowerment by active participation in a group learning environment." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16075/1/Jill_Elsworth_Thesis.pdf.
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Over the last two decades research into the notion of empowerment has been focused on the three primary dimensions of process, outcomes and environment within the contexts of the individual, community groups and business organisations. As a psychological attribute, empowerment at the individual level has been investigated significantly by such theorists as Rappaport (1995) and Zimmerman (2000). However, studies in this field neglect deep understanding of the reality of the individual's experiences of the empowerment process. Definitions within the literature refer to empowerment as being a process which occurs over time for the individual who is personally challenged to achieve power and control within his/her own life context by the application and reflection of learning new knowledge and skills.
The purpose of this investigative case study is to examine the reality of the empowerment process as it occurs in the individual lives of a group of women who have actively participated in the learning environment of an investment club over a 2 year period in Brisbane. The three dimensions of empowerment support the structure of the study with the findings evidencing 'authentic empowerment' is achieved when the individual seeks to operate within the dual learning environments of the supportive group as well as the solo learning environment.
The reality of individual authentic empowerment proved to be a continuum of experience dependent upon the individual's levels of motivation, energy, decision-making abilities, knowledge, risk taking, confidence, time and goals. Sustainability of empowerment related to the participant's level of active involvement in the dual learning environments while accepting complete responsibility for actions and consequences.
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Kyller, Carola, and Mehrnaz Abedini. "Fyra pedagogers skilda uppfattningar om utomhuspedagogik som fenomen." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19035.
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Syftet med vårt examensarbete har varit att undersöka hur några valda pedagoger förhåller sig till utomhuspedagogik som en pedagogisk undervisningsmetod och diskutera dessa olika perspektiv av vad pedagogerna säger utifrån frågeställningarna i vårt syfte. Med hjälp av intervjuer har vi ställt frågor till fyra utvalda pedagoger som besitter skilda kunskaper och erfarenheter av utomhuspedagogik. I litteraturstudien mötte vi begrepp som forskare och teoretiker förknippade med utomhuspedagogik. Begrepp som direktkontakterfarenhet, sinnlig erfarenhet, autentisk lärandemiljö. Resultatet åskådliggör att pedagogerna ser fler fördelar än nackdelar med utomhuspedagogik. Några fördelar gällande utomhuspedagogiken framkom som mer rörelse i lärandet, bättre hälsa och att lära om objekt i sin verkliga miljö m.fl. En nackdel som flera av pedagogerna var överens om var personalbrist, tidsbristen gällande planering och de praktiska förberedelserna. Pedagogerna visade olika intresse för utomhuspedagogik men alla var överens om att det var en bra undervisningsmetod och några av dem ville gärna använda sig mer av det i sin undervisning i framtiden.
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Uusimaki, Sirkka-Liisa Marjatta. "Pre-service teacher education and the development of middle school teacher identity : an exploratory study." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/34438/1/Sirkka-Liisa_Uusimaki_Thesis.pdf.
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This research study investigated the factors that influenced the development of teacher identity in a small cohort of mature-aged graduate pre-service teachers over the course of a one-year Graduate Diploma program (Middle Years). It sought to illuminate the social and relational dynamics of these pre-service teachers’ experiences as they began new ways of being and learning during a newly introduced one-year Graduate Diploma program. A relational-ontological perspective underpinned the relational-cultural framework that was applied in a workshop program as an integral part of this research. A relational-ontological perspective suggests that the development of teacher identity is to be construed more as an ontological process than an epistemological one. Its focus is more on questions surrounding the person and their ‘becoming’ a teacher than about the knowledge they have or will come to have. Hence, drawing on work by researchers such as Alsup (2006), Gilligan, (1982), Isaacs, (2007), Miller (1976), Noddings, (2005), Stout (2001), and Taylor, (1989), teacher identity was defined as an individual pre-service teacher’s unique sense of self as a teacher that included his or her beliefs about teaching and learning (Alsup, 2006; Stout, 2001; Walkington, 2005). Case-study was the preferred methodology within which this research project was framed, and narrative research was used as a method to document the way teacher identity was shaped and negotiated in discursive environments such as teacher education programs, prior experiences, classroom settings and the practicum. The data that was collected included student narratives, student email written reflections, and focus group dialogue. The narrative approach applied in this research context provided the depth of data needed to understand the nature of the mature-aged pre-service teachers’ emerging teacher identities and experiences in the graduate diploma program. Findings indicated that most of the mature-aged graduate pre-service teachers came in to the one-year graduate diploma program with a strong sense of personal and professional selves and well-established reasons why they had chosen to teach Middle Years. Their choice of program involved an expectation of support and welcome to a middle-school community and culture. Two critical issues that emerged from the pre-service teachers’ narratives were the importance they placed on the human support including the affirmation of themselves and their emerging teacher identities. Evidence from this study suggests that the lack of recognition of preservice teachers’ personal and professional selves during the graduate diploma program inhibited the development of a positive middle-school teacher identity. However, a workshop program developed for the participants in this research and addressing a range of practical concerns to beginning teachers offered them a space where they felt both a sense of belonging to a community and where their thoughts and beliefs were recognized and valued. Thus, the workshops provided participants with the positive social and relational dynamics necessary to support them in their developing teacher identities. The overall findings of this research study strongly indicate a need for a relational support structure based on a relational-ontological perspective to be built into the overall course structure of Graduate Pre-service Diplomas in Education to support the development of teacher identity. Such a support structure acknowledges that the pre-service teacher’s learning and formation is socially embedded, relational, and a continual, lifelong process.
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Flanagan, Wayne Gary Theo. "Creating authentic learning environments in a grade 10 Economics classroom via a progressive teaching design." Diss., 2014. http://hdl.handle.net/10500/19574.
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The researcher wants to create a learning environment where learners are much more involved in their own learning. The progressive teaching design implies that the contribution of the learner to the development of knowledge is recognised. The educator also acknowledges the learner as a social being reliant on interaction with others to generate meaning.
The problem statement for this study is based on the researcher’s opinion that In South African schools rote learning and memorisation are still the main methods of learning. The reason for this is because the majority of educators have been schooled in the traditional educational paradigm where the teaching process essentially revolves around the educator. In such a system learners who can recall facts best and obtain the best grades are regarded as having learnt well. The researcher contests the assertion that the learners learnt authentically. The progressive teaching approach is proffered by the educator as an alternative for the attainment of authentic learning in a grade 10 Economics classroom.
In an authentic learning environment learners are prepared to face challenges in the real world through the development of critical thinking and problem-solving skills.
Learners collaborate and cooperate as members of a group to unravel problems.
The researcher makes use of a qualitative research design for this study. The grade 10 Economics class of the researcher is used a case study to ascertain whether a progressive teaching approach can enhance authentic learning. Twelve learners out 26 that indicated that they would participate eventually took part in the study. The research instruments used were the video recorded lessons, teacher observation sheets and learner focused-group interviews.
One of the findings from the study was that authentic learning skills such as problem-solving and critical thinking can be developed through the educator using the progressive teaching approach. This is in line with the principles of the CAPS for Economics. Another finding is that although more learner involvement is required for the progressive approach, the role of the educator remains crucial as a knowledge expert and a facilitator in the classroom. A further finding was that learners embraced the co-operative learning strategy which is one of the fundamentals of authentic learning. They enjoyed teaching to and learning from one another in group work. Finally, learners appreciated the use of cartoons and team-games by the progressive educator as additional strategies to further authenticate and enhance the learning experience.
In summary the researcher wants to contend that from the literature study, the findings of the empirical research and the recommendation of this study that by working within the parameters of the CAPS for Economics, authentic learning can be achieved via a progressive teaching design.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
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LUTHFI, MUHAMMAD IRFAN, and 陸以凡. "Authentic U-Fraction in Authentic Learning Environment." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/4hsj62.
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碩士國立中央大學
網路學習科技研究所
107
In this study, we developed a tablet-based application,namely Authentic U-Fraction to assist elementary school students in learningfractions with authentic contextual support. In this study,an experiment was carried out to investigate the effects of the students’ learning behavior toward the fraction learning achievements using Authentic U-Fraction. Three topics of fractions included are fractions concept, fraction simplification, and fraction addition/subtraction. Totally 54 fifth-grade students were assigned and divide into two groups, one experimental group,and one control group. The control group learned fraction using traditional teaching method and paper-based assignment, while the experimental group using Authentic U-Fraction in an authentic context. After the experiment, the result showedthat the experimental group performed better than the control group,especially in understanding fraction and fraction representation. The reason was that by taking the picture, making fraction representation from the picture, and making annotation facilitated students to learn fraction using Authentic U-Fraction. Authentic U-Fraction also helped students to do more practice by themselves and fully explain their solutions, but it does not affect their learning achievement. Because besides students did more practice, they also need to make a complete annotation that includesthree different representation: linguistic, logic mathematics, and visual representative. More students did practice with complete annotation higher their learning achievement. Application of three scaffoldings on students’ peer assessment also revealed that meaningful peer assessment couldcorrelate to the students’ learning achievement that also strengthened by the teacher assessment score that also has a higher correlation to the learning achievement from the assessment of assignment side. A Multiple regression result shown that teacher assessment score could strongly predict the posttest score. Overall, students satisfied with Authentic U-Fraction because it is easy to use, easy to learn, and it facilitatesthe students to learn fraction in an authentic context. In the final, the result of this study contributes essentialimplications along with conclusion and suggestion for future research.
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Woo, Younghee. "Meaningful online learning: exploring interaction in a web-based learning environment using authentic tasks." 2006. http://purl.galileo.usg.edu/uga%5Fetd/woo%5Fyounghee%5F200612%5Fphd.
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Chen, Yu-Lung, and 陳裕隆. "Using Conceptual Guidance Mechanism to Support Web-Based Authentic Inquiry Learning Environment." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/14656391523006951960.
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碩士國立臺灣師範大學
資訊教育研究所
89
ABSTRACT The purpose of this research is to investigate the effects of learning achievement and knowledge model by conceptual guidance mechanism supported inquiry. The subjects were fifty-seven eighth grade students from a middle school in Taipei city. Students were randomly assigned into ”Conceptual Guidance” and “Non-Conceptual Guidance” groups. There were two results for this research: (1) The ”Conceptual Guidance” and “Non-Conceptual Guidance” groups scored no significant differences in the immediate effect of learning achievement. (2) For the effect of refining knowledge model, the ”Conceptual Guidance” group performed significantly better than the “Non-Conceptual Guidance” group.
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"Making Learning Authentic: An Educational Case Study Describing Student Engagement and Motivation in a Project-Based Learning Environment." Doctoral diss., 2016. http://hdl.handle.net/2286/R.I.38495.
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abstract: This educational case study looked at student engagement and motivation in a collaborative environment, one that provided students the freedom to be critical thinkers and problem solvers. In order to create this collaborative environment, students in a third-grade elementary classroom participated in a Project-Based Learning unit. The unit culminated in hands-on projects. Sociocultural theory and Self Determination theory were used to guide the development of the innovation and the formulation of the research design. The qualitative data collection tools that were used in this study consisted of observations through video and audio recordings, researcher's field notes, student interviews, and artifacts. The artifacts gathered consisted of student journal entries reflecting on their experiences within the innovation and their learning process throughout. Data were collected, transcribed, and analyzed using multiple rounds of both deductive and inductive coding. This research suggests that a Project-Based Learning environment positively impacts student participation both within a single lesson and throughout the unit by increasing students’ background and competence. Additionally, within a Project-Based Learning environment, students co-construct new meaning through goal-oriented group work designed by the teacher. The teacher also supports student thinking through clarifying and questioning statements designed to support students’ learning and development of ideas. Finally, this educational case study suggests that students demonstrate an increase in intrinsic motivation over time as demonstrated by an eagerness to apply their new learning beyond the Project-Based Learning lessons. Students applied the learning within their classroom, school, and even their homes.Dissertation/Thesis
Doctoral Dissertation Leadership and Innovation 2016
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Vohmann, Barbara. "Authentic assessment to enhance undergraduates' learning and development as effective practitioners in built environment disciplines." Thesis, 2019. https://arro.anglia.ac.uk/id/eprint/704910/1/Vohmann_2019.pdf.
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Purpose:
Assessment feedback is an important contributor to student learning, yet research shows
that built environment students are the least satisfied in respect of feedback and reasons
for this are not fully understood. Further, recent research shows that built environment
students are not always as well prepared for industry as employers’ desire. This work
explores means by which use of authentic assessment, allied with assessment feedback,
contributes to resolving both of these problems.
Research design:
The research takes an anti-positivist and interpretive epistemology. The methodology used
comparative case studies to generate ideas for modifications to practice in action research,
in which assessment was modified to be more authentic to professional practice. Data were
gathered from documents, focus groups with students, and interviews with tutors and
employers throughout the cycles of action research.
Findings:
Findings suggest that authentic assessment, allied with feedback, may provide an
enhanced learning experience for built environment undergraduates. Professional practice
activities incorporated within assessment exposed students to practice-based real-world
activities and challenges, thereby supporting their development and better equipping them
for industry. Further, assessment design influenced feedback design, which correlated with
students’ perception and understanding of their feedback.
Conclusions:
Authentic assessment, allied with assessment feedback, supported student learning
effectively and helped prepare students for industry through exposure to real-world
activities and challenges. Making assessment more authentic to professional practice, and
allied with assessment feedback, provided an enhanced learning experience for built
environment undergraduates. Developed from this research, the thesis provides a toolkit
for tutors to support their design of authentic assessment and allied feedback. The
contribution to knowledge of this thesis is, first, the contribution to theory concerning
assessment authenticity in relation to professional practice for built environment
undergraduates, and, second, the contribution to practice through production of a tutors’
toolkit.
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Lee, Jih-Hsien, and 李志賢. "Digital Learning Playground: Integrating a Robot and a Responsive Stage to Construct a Near Authentic Learning Environment in the Classroom." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/76597909791369989828.
Full textAbstract:
博士國立中央大學
資訊工程研究所
99
The traditional design of classroom is to transfer and teach contents. Teachers are the main resources of learning, and students are passive receivers of knowledge. Mostly, students often lack the opportunity to apply what they learned. However, knowledge is the product of interactions of learners and environment, and is essentially affected by culture and activities. Under this situation could cause students to neglect the fountainhead, application, and meaning of knowledge. Students not only are easy to forget what they have learned, but also do not know how to use their knowledge into the real life. This could cause the learning outcomes cannot achieve the intended purpose. Many educators have advocated that students should learn in real situations. In the recent years, authentic learning has been widely used on various fields. It provides a learning environment in order to allow the learner to immerse in the environment to develop knowledge and skills through problem solving in different situations. Many emerging information technologies have been used to present authentic environment in pedagogical purpose. How can we bring the benefits of real-world, situated learning to the traditional classroom? Authentic learning may provide one solution. However, the authentic learning environment might not be accessible for classrooms with concerns of sophisticated equipments, spatial convenience, cost, and extendibility. Thus, developing a mechanism to create an affordable near authentic learning environment in the classroom which students can learn effectively through the concrete experience is crucial to facilitating learning. For construct a near authentic learning environment and bring the benefits of authentic learning to the conventional classroom, this study constructed a learning system in the classroom called Digital Learning Playground (DLP). Teachers can transfer learning contents into the system and utilize the DLP to assist students learning; students can acquire the experience through personal involvement and learn by hands-on experience. This study attempts to devise a mechanism to integrate the Mixed Reality technology and a robot to construct a near authentic learning environment. It adopted the concept of dramatic stage to construct a responsive stage, through the stage set up and Mixed Reality technology to create learning situations. A robot with emotion feedback was designed to play the role of learning agent. In order for learners to gain a more realistic learning experience, we included the experiential learning cycle in the instructional design. It also designed three instructional methods for teachers and students to conduct the learning activities in the classroom. According to the results of the experiments, 89.4% of students satisfied the learning experiences provided by the system. Almost the students can acquire the learning model of “act-response-reflect” design and 93.3% students thought that they can transfer the knowledge to other similar situations. There also had 93.3% students thought that the system can help their learning and believed they could have better achievement through the system. It compared the test scores between the students who learn in the DLP with the students that did not use the DLP; we can clearly see that the students who earn in the DLP scored higher than the other students. The teacher indicated that the DLP could provide practical learning opportunities for students to use what they had learned. It could also allow the student to be more proactive, motivated and focused towards the lesson and lessen the burden on both the students and teachers. They in addition said that most classrooms already had the required equipment for DLP, so they feel that the possibility of using DLP in a classroom is quite high. This results of this study revealed that we can use digital technology to provide an affordable, accessible near authentic learning environment in the classroom and bring the benefits of authentic learning to the conventional classroom.
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DiDonato, Nicole C. "Promoting self- and coregulation through small group problem-solving of authentic tasks in a low SES urban environment." 2009. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051196.
Full text
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Hsu, Yung-Chang, and 許永昌. "Authentic Language Learning in On-line Native Environment: Using a Film-based Concordancer to Enhance EFL Freshmen's Colloquial Comprehension." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/15528220023695191361.
Full textAbstract:
碩士國立中央大學
網路學習科技研究所
93
English is considered as the most frequently used international language, however, being an EFL (English as Foreign Language) country, Taiwan has faced upon a major obstacle in the colloquial field of English, in which that lacks of cultural understanding and insufficient language environment for practice.This research aims to construct a “film-based concordancer system”, which differs from former research systems that were mainly based on “text research”. This system formulates subtitles from Movies (DVD) by science technology and arranges it into source language storage. After that, a complete set of search engine is introduced to retrieve subtitles of the prescribed movie from the source language system, which also play out the scenes where these subtitles were spoken.Lastly, put this system program into first year university English class as an experiment. This experiment is based on the before-and-after result of colloquial English understanding ability of students. Forty-eight freshmen are selected in this experiment. They are divided equally into experimental and control groups. They are given language search systems to comprehend colloquial language. Results show that students understand better through the guidance of the film subtitle language system, which further proofs that inducing colloquial language situations through movie clips are better off understandable than categorizing it in text. Furthermore, questionnaires are drawn up for the users in order to evaluate and find out their attitude towards the system. The results in the questionnaires show that attitudes of students from the film subtitle language system having more certainties than those from the text language system. Finally, find out the motivation of students in different forms of language search system and phenomenon occurred during learning process through interview. Result shows that learners are distinctly and likely to be motivated in learning with the film-based concordancer system. The two groups of students have shown different reactions towards the improvement of the system, and the impression of the conversation has a distinctive divergence in result.
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Wallace, Heather D. "Authentic Learning in the Kitchen and Garden: Synthesising planning, practice and pedagogy." Thesis, 2014. https://vuir.vu.edu.au/25923/.
Full textAbstract:
This study identifies and articulates the interrelationships between six key components
essential for authentic learning to maximise the student-centred learning opportunities in
kitchen and garden-based learning projects. Interpretative case study methodology using
multiple qualitative methods for data analysis were used to direct three layers of inquiry
around kitchen and garden-based learning: the context, content and characteristics of
kitchen and the garden-based learning, the student learning, and the teachers’ work.
Review of the literature indicated significant gaps in understanding how teachers can
foster children’s interest in nature, and plan for effective authentic learning experiences in
the garden. Through analysis of the literature, together with the perspectives of the
Grades 4, 5 and 6 children, and their teachers, key components for authentic,
contextualised learning were identified. These included: a real-world context, the
opportunity for working as professionals, within a collaborative learning community,
work requiring higher-order thinking, ownership of learning and authentic integrated
assessment.
Teachers’ pedagogy and practices are often hidden but were nevertheless significant
factors affecting student outcomes. Teachers made the learning experiences more
meaningful by ensuring student reflection was embedded in learning tasks. Planning and
providing arenas or “safe platforms” for discursive reflection was an essential step in
transforming tacit understandings to explicit knowledge enabling children to connect
their personal experiences with the experiences of others. From this discourse deeper
understanding of ecoliteracy emerged with one cohort, and understandings about the
intricacies of collaborative teamwork with another. The focus group discussions about
common experiential learning experiences had wider implications for teaching; they were
a key step in making the children’s tacit understandings explicit. Examination of the staff
and students’ immersive experiences within a kitchen garden learning environment, led to
the development of a model of learning that provides educators with a comprehensive
approach to scaffold authentic learning opportunities.
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Holtermann-Delong, ENA. "LISTENING TO THE VOICES OF FOUR AT-RISK LEARNERS IN ONE ALTERNATIVE ENVIRONMENT." Thesis, 2009. http://hdl.handle.net/1974/1816.
Full textAbstract:
For many learners the school system works. Skills and knowledge are learned, social relationships are formed, and positive self-esteem and self-image as a learner lead to accomplishments such as a secondary school diplomas, opportunities for further education, and futures filled with a litany of choices. For others diplomas are not forthcoming, nor are futures bright with hope and opportunity. Schools in Ontario have struggled to develop engaging and meaningful programs for these other students; students identified as “at-risk” of not successfully completing secondary school. Making up nearly 30% of the secondary school population (King, 2004), these students struggle or fail to meet curriculum expectations often resulting in missed opportunities for the development of a solid framework for life-long learning.
Educators grapple with the question of how to support at-risk students in classrooms and schools. This study provides an often overlooked perspective to the existing literature on pedagogy, curriculum, and programming for at-risk students; that of the learner. It gives a voice to at-risk students and offers educators and policy makers insights into how at-risk students experience learning, how they feel they learn best, what they need from their school setting, and what they identify as meaningful to their lives and their learning. Listening to the voices of at-risk students provides an authentic perspective of how to best serve at-risk students. This thesis tells the story of four at-risk students (key informants) in an alternative educational setting. In addition, one educational assistant, identified by key informants, provided information about the setting and further insights into key informants’ engagement in the curriculum and their learning. This study reveals stories of at-risk learners and what they see as relevant and necessary for active engagement with school and learning.Thesis (Master, Education) -- Queen's University, 2009-04-24 18:54:45.539
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Yu, Yong-dong, and 余永東. "The Impact of the Learning Environment Strategies on the Learning Achievement and Learning Motivation of Elementary School Students with Various Learning Styles – With Using Technology-based Situations and Authentic Situations in the Field of Science and." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/28417449706786856440.
Full textAbstract:
碩士國立嘉義大學
教育科技研究所
98
The purpose of this research aims to study the impact of various learning environment strategies (authentic situations and technology-based situations) on the learning achievement and learning motivation in courses in the field of Science and Technology in some elementary school in the mid-southern part of Taiwan. The research and design of quasi-experiment research design was adopted. Two classes of 5th graders that the author taught (all together 60 students) were targeted as the research subjects. They were divided into group A and group B based on their class of origin. In the first stage, the entire research body adopted technology-based situations. In the second stage, the entire research body adopted authentic situations. In the third stage, group A adopted purely technology-based situations to learn, and group B employed a combination of authentic situations and technology-based situations. The entire experimental teaching caters the school administration and teaching normalization and lasted for 8 weeks, with a total of 24 class hours. All 60 students were required to be surveyed by the pretests of both “The Surveying Form of Kolb’s Learning Style” and “The Surveying Form of Learning Motivation on Natural Sciences.” Before each teaching stage, they had to be surveyed by the pretest of “Self-Designed Achievement Test of Natural Sciences.” And the posttest of “The Surveying Form of Learning Motivation on Natural Sciences” and “Self-Designed Achievement Test of Natural Sciences” were administered after the teaching stage was completed. We also conducted analysis and discussion of data obtained with ANCOVA. Moreover, we complimented with information obtained from interview to strengthen the research results. And we can conclude that: 1.5th Graders under the various learning styles in technology-based situations are significantly different in learning achievement and learning motivation. The learning achievement of assimilator is apparently superior to that of accommodator; the learning motivation of RO students is apparently superior to that of AE students. 2.5th Graders under the various learning styles of authentic situations are significantly different in learning achievement and learning motivation. The learning achievement of accommodator is apparently superior to that of assimilator; the learning motivation of AE students is apparently superior to that of RO students. 3.A combination of authentic situations and technology-based situations can narrow the gaps among the learning achievement and learning motivation of 5th graders with various learning styles.
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Stasko, Carly. "A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing." Thesis, 2009. http://hdl.handle.net/1807/18109.
Full textAbstract:
This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.