Journal articles: 'Authentic Learning Environments'

1

Tan, Heidi, Yeen-Ju, and Mai Neo. "Exploring the use of authentic learning strategies in designing blended learning environments." Journal of Science & Technology Policy Management 6, no. 2 (July 6, 2015): 127–42. http://dx.doi.org/10.1108/jstpm-01-2015-0004.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

Gündogan, Aslı, and Mehmet Gültekin. "The reflection of the attitudes and learning processes to learning environments with authentic tasks in life science class." Pegem Eğitim ve Öğretim Dergisi 8, no. 4 (June 13, 2018): 771–832. http://dx.doi.org/10.14527/pegegog.2018.030.

Full text

Abstract:

The purpose of this study was to determine the reflections of authentic task-based learning environments upon students’ learning processes and attitudes regarding the course of Life Science. In the study, which was designed in mixed model, the embedded experimental design was used. The study was carried out in an elementary school third-grade class and conducted in five weeks. The research data were collected via the Attitude Scale for Life Science Course, observations and video records, and semi-structured interviews held with the teacher, students and parents. In this respect, the results demonstrated that authentic task-based learning environments had positive influence on the students’ attitudes towards the course of Life Science. In addition, it was found that in authentic task-based learning environments, the students applied higher-order thinking skills, developed different viewpoints, shared their real-life experiences, made related reflections, benefited from the primary sources, studies cooperatively, maintained communication with their friends out of class environment, undertook multiple roles, associated the authentic context with their own lives, and made use of experts’ experiences in real life. Besides all, it was concluded that the students and their parents generally reported positive views about the use of authentic task-based learning environments and found the current application effective.

APA, Harvard, Vancouver, ISO, and other styles

3

Tepe, Tansel, Devkan Kaleci, and Hakan Tüzün. "Integration of Virtual Reality Fire Drill Application into Authentic Learning Environments." World Journal on Educational Technology: Current Issues 10, no. 4 (March 24, 2019): 241–49. http://dx.doi.org/10.18844/wjet.v10i4.4085.

Full text

Abstract:

In this study, a virtual reality fire drill application was developed with Head-Mounted Display virtual reality technology for university students. The aim of the study is to evaluate the integration process of this virtual reality application into authentic learning environments in terms of student opinions. Case study methodology was used in the study. The results show that this technology provides useful and permanent learning, practice opportunity to students, and this technology increases the motivation and engagement to the courses as well. It has been pointed out by the students that this technology should be used as a practice environment after the theoretical courses in authentic learning environments because this technology can save time and prevent cost lost in addition to avoiding risk factors. The physical environment of the classes can be improved and wireless virtual reality goggles can be used for using this technology, more effectively and efficiently as a course support material in authentic learning environments. Keywords: Virtual reality; Head-Mounted Display; virtual fire drill; authentic learning environments

APA, Harvard, Vancouver, ISO, and other styles

4

Herrington, Jan, and Ron Oliver. "An instructional design framework for authentic learning environments." Educational Technology Research and Development 48, no. 3 (September 2000): 23–48. http://dx.doi.org/10.1007/bf02319856.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Tepe, Tansel, Devkan Kaleci, and Hakan Tuzun. "Integration of virtual reality fire drill application into authentic learning environments." World Journal on Educational Technology: Current Issues 10, no. 4 (October 10, 2018): 72–78. http://dx.doi.org/10.18844/wjet.v10i4.3786.

Full text

Abstract:

In this study, a virtual reality (VR) fire drill application was developed with head-mounted display VR technology for university students. The aim of the study is to evaluate the integration process of this VR application into authentic learning environments in terms of student opinions. Case study methodology was used in the study. The results show that this technology provides useful and permanent learning, practice opportunity to students, and this technology increases the motivation and engagement to the courses as well. It has been pointed out by the students that this technology should be used as a practice environment after the theoretical courses in authentic learning environments because this technology can save time and prevent cost lost in addition to avoiding risk factors. The physical environment of the classes can be improved and wireless VR goggles can be used for using this technology, more effectively and efficiently as a course support material in authentic learning environments.Keywords: Virtual reality, head-mounted display, virtual fire drill, authentic learning environments.* ADDRESS

APA, Harvard, Vancouver, ISO, and other styles

6

Riddell, Jessica. "Putting authentic learning on trial: Using trials as a pedagogical model for teaching in the humanities." Arts and Humanities in Higher Education 17, no. 4 (July 27, 2017): 410–32. http://dx.doi.org/10.1177/1474022217722510.

Full text

Abstract:

Research on authentic learning has been predominantly focussed on skills-based training: there is a paucity of research on models of authentic learning available for adaptation in the humanities undergraduate classroom. In this article, I will seek to address this gap by proposing that legal trials are ideal models for designing authentic learning scenarios in undergraduate teaching and learning contexts, with a specific focus on the humanities. First, I discuss why and how the structure of legal trials can produce authentic learning environments. Second, I present an undergraduate classroom project that combined two disciplinary fields – Shakespearean drama and criminal law – in an effort to enhance student learning and engagement. I outline how the authentic learning scenario (ALS) was implemented and evaluated and, finally, reflect on the barriers, challenges and potentially transformative effect of authentic learning environments on students and educators. This new intervention combines legal studies and English literature in order to create authentic learning environments to increase interactions amongst students, enhance students’ learning, and foster conditions for transformative learning.

APA, Harvard, Vancouver, ISO, and other styles

7

Gratz, Erin, Bettyjo Bouchey, Megan Kohler, Monica L. Simonsen, and Jessica L. Knott. "Creating Authentic Learning Through Online Personal Learning Networks." International Journal of Online Pedagogy and Course Design 11, no. 2 (April 2021): 31–47. http://dx.doi.org/10.4018/ijopcd.2021040103.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

Karakaş-Özür, Nazan, and Neşe Duman. "The Trends in Authentic Learning Studies and the Role of Authentic Learning in Geography Education." International Education Studies 12, no. 12 (November 29, 2019): 28. http://dx.doi.org/10.5539/ies.v12n12p28.

Full text

Abstract:

Schools are the basic environments where learning takes place. The quality of these environments and acquirement of the knowledge and skills expected by societies have caused the disconnection between real life and the school. One of the main subjects of education circles in the 21st century has been what to do in order to ensure the connection between real life and education. In this context, the subject of the study is the authentic learning strategy which aims to bring real life subjects and students together. Although this strategy was first introduced in studies conducted in the United States of America in the 1990s, its philosophical roots go back to the 19th century. According to authentic learning, students’ encounter with real life situations or subjects in learning will be effective in raising effective citizens and increasing the quality of learning. The study focuses on how authentic learning is shaped in the literature and what place it takes in the Geography Curriculum of the Ministry of National Education (MoNE, 2018). The main features of authentic learning were determined, and a template was developed by means of the document review method and descriptive content analysis technique. The suitability of this template for the features was examined by reviewing the acquirements with the application principles of the GC 2018 and the explanations in the introduction section. In conclusion, it was determined that all the features required for authentic learning are present in the GC.

APA, Harvard, Vancouver, ISO, and other styles

9

Tobin, Kenneth. "Alternative perspectives on authentic learning environments in elementary science." International Journal of Educational Research 27, no. 4 (January 1997): 303–10. http://dx.doi.org/10.1016/s0883-0355(97)90012-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Yang, Dazhi, and Sally J. Baldwin. "Using Technology to Support Student Learning in an Integrated STEM Learning Environment." International Journal of Technology in Education and Science 4, no. 1 (January 1, 2020): 1–11. http://dx.doi.org/10.46328/ijtes.v4i1.22.

Full text

Abstract:

This paper provides the first review and illustration of technology-use strategies for supporting student learning in different integrated science, technology, engineering, and mathematics (STEM) learning environments. An integrated STEM learning environment may focus on integrating and learning science and mathematics or integrating and learning engineering and technology simultaneously for multiple levels of learners. An integrated STEM learning environment breaks down disciplinary boundaries and allows students to apply multidisciplinary knowledge in solving problems. This study illustrates four technology-use strategies to support student learning in an integrated STEM learning environment: a) providing authentic learning contexts, b) offering web-based inquiry environments, c) expanding learning through immersive and interactive technology, and d) transforming students from consumers to creators. It also addresses the challenges that manifest in integrated STEM learning environments. The study provides practical implications and research directions for technology-supported learning in integrated STEM learning environments.

APA, Harvard, Vancouver, ISO, and other styles

11

D’Alba, Adriana, Anjum Najmi, Jonathan Gratch, and Chris Bigenho. "Virtual Learning Environments. The oLTECx." International Journal of Gaming and Computer-Mediated Simulations 3, no. 1 (January 2011): 33–50. http://dx.doi.org/10.4018/jgcms.2011010103.

Full text

Abstract:

The rapid development in new technologies and media and widespread access to the Internet is changing how people teach and learn. Recognizing the potential of technology, schools and universities are placing more content online from fully deliverable courses to course catalogs, course registration, and college admissions. People are able to gain access to a multitude of information with one click. Online learning environments range from authentic, real-time environments to simulations, as well as 2D and 3D virtual environments. This paper explores the use of a 2-dimensional, narrative-based, virtual learning environment (VLE) created by doctoral students to orient potential students to their university departments’ degree programs, faculty, and course offerings. After exploring the environment, participants were surveyed about their experiences. Findings include validation of the instrument, possible correlations relating to learning through games, engagement, and game design. Emerging themes and suggestions for future research are presented in this paper.

APA, Harvard, Vancouver, ISO, and other styles

12

Mohamed, Abdul Latheef, and Dawood A. Yahya Al-Hidabi. "Mobile Device-Based Authentic Learning in Educational Environments: A Systematic Review." IIUM Journal of Educational Studies 7, no. 2 (July 8, 2020): 40–55. http://dx.doi.org/10.31436/ijes.v7i2.270.

Full text

Abstract:

The rapid growth of mobile technology has opened new opportunities for learners to engage in authentic learning activities. The aim of this systematic review is to provide a synthesis of research on mobile device-based authentic learning in educational environments. This review has analyzed 72 studies published between 2010 and 2019 (until mid-November) in terms of major research purposes, methodologies, research outcomes, subject matter domains, educational levels, educational contexts and geographical distributions. Three research questions guided the review process. The findings showed the major research purpose of a majority of the studies was about investigating the effects of mobile device-based authentic learning on students. Researchers have mostly used mixed-methods research to examine the learning phenomena with a majority of the studies reporting positive learning outcomes. The analysis showed that science and literacy are the most represented content areas, while most of the studies were carried out at the elementary school level. More research was conducted in informal contexts than any other contexts, and the most predominantly used mobile device type was tablet computers. The findings revealed that there is a disproportionate distribution of studies in the literature in terms of geographical contributions as studies tend to concentrate on specific countries or regions. Keywords: Authentic learning, mobile learning, situatedness, contextualization, mobile augmented, ubiquitous learning

APA, Harvard, Vancouver, ISO, and other styles

13

Shadiev, Rustam, Wu-Yuin Hwang, and Yueh-Min Huang. "Review of research on mobile language learning in authentic environments." Computer Assisted Language Learning 30, no. 3-4 (April 10, 2017): 284–303. http://dx.doi.org/10.1080/09588221.2017.1308383.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Park, Kyungsun, and Sunhee Park. "Development of professional engineers' authentic contexts in blended learning environments." British Journal of Educational Technology 43, no. 1 (December 21, 2011): E14—E18. http://dx.doi.org/10.1111/j.1467-8535.2011.01244.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Qvist, Pekka, Tuomas Kangasniemi, Sonja Palomäki, Jenni Seppänen, Pekka Joensuu, Olli Natri, Marko Närhi, Eero Palomäki, Hannu Tiitu, and Katrina Nordström. "Design of Virtual Learning Environments: Learning Analytics and Identification of Affordances and Barriers." International Journal of Engineering Pedagogy (iJEP) 5, no. 4 (October 21, 2015): 64. http://dx.doi.org/10.3991/ijep.v5i4.4962.

Full text

Abstract:

The future of educational technology has been envisioned to have increasing focus on simulations, game based learning, virtual learning environments and virtual worlds. The technologies aim to provide authentic learning and enable deeper, more complex and contextual understanding for students. To study the impact of virtual learning environments for natural sciences and engineering education, we have designed and implemented a virtual laboratory, LabLife3D, in Second Life. To date we have designed six virtual laboratory exercises in the biological sciences and chemistry and additionally created a system to gather behavioristic data during laboratory simulations for the purpose of learning analytics. This paper presents the design process of laboratory exercises and discusses the content-specific learning goals and outcomes. Additionally, this paper discusses the use of heuristic usability review used to improve the virtual learning environment. Lastly, the results from student and teacher interviews are presented, together with results of the learning analytics study. The discussion also includes student identified affordances and barriers for learning. We conclude that authentic and deep learning is possible within virtual worlds. Furthermore, the results of this study are not only limited to virtual worlds, but could also apply to other areas of digital educational technology.

APA, Harvard, Vancouver, ISO, and other styles

16

Fremerey, Christian, and Franz X. Bogner. "Cognitive learning in authentic environments in relation to green attitude preferences." Studies in Educational Evaluation 44 (March 2015): 9–15. http://dx.doi.org/10.1016/j.stueduc.2014.11.002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Vos, Pauline. "“How Real People Really Need Mathematics in the Real World”—Authenticity in Mathematics Education." Education Sciences 8, no. 4 (November 7, 2018): 195. http://dx.doi.org/10.3390/educsci8040195.

Full text

Abstract:

This paper discusses authenticity from the perspective of mathematics education. Often, school mathematics offers students inauthentic word problems, which don’t show the authentic usefulness of mathematics in real life. In some tasks, authentic aspects are combined with inauthentic ones (e.g., an authentic context, but the question is artificial and different from what people within that context would ask). Several studies show that students are more motivated by authentic questions than by authentic contexts. Embedding these findings, I discuss issues associated with defining authenticity in education. A first issue is that philosophers use the term to characterize a person’s existential expressions (e.g., being true to oneself), whereas in education, we use the term for learning environments, artefacts, etc. Second, some researchers define authentic learning environments according to criteria (being open to different approaches, simulate a real-life activity, etc.), but I will illustrate that inauthentic activities can comply with such criteria as well. Alternatively, I suggest using the term for separate aspects in a learning environment (contexts, questions, etc.), and define authenticity as a social construct rather than as a subjective perception. In this way, a community (teachers, students, out-of-school experts) can reach agreement on the nature of this characteristic. For an aspect to be authentic, it needs to have: (1) an out-of-school origin and (2) a certification of originality (e.g., by bringing artifacts physically into a classroom or by testimony of an expert). This approach is illustrated by a study on students’ project work during an excursion to a mathematics research workplace.

APA, Harvard, Vancouver, ISO, and other styles

18

Baron, Kristy, Ann Rocha, and Pamela Anderson. "Ann's Story: An Authentic Learning Experience for Online Nursing Students." Creative Nursing 25, no. 2 (May 1, 2019): 144–47. http://dx.doi.org/10.1891/1078-4535.25.2.144.

Full text

Abstract:

Preparing students for a complex and ever-changing health-care environment is a daunting task for nurse educators. One way to accomplish this task is by reducing the gap between what is learned in school and what is practiced upon graduation. Nurse educators are challenged to create online environments that engage students with real-life activities that resemble practice—authentic learning. One authentic learning activity created for an oncology nursing course that resonated with students was Ann's Story. Ann, a nursing professor, was diagnosed with cancer, and her story was used in a course about caring for patients with cancer. Ann's goal of making something good come of her cancer diagnosis was met through student comments reflecting newfound wisdom in sharing thoughts, feelings, and compassion with patients rather than concentrating only on the completion of tasks.

APA, Harvard, Vancouver, ISO, and other styles

19

Nazil Iqdami, Muhammad. "Resource Based Learning for Teaching and Learning English in Digital Environments." Register Journal 9, no. 2 (December 1, 2016): 187. http://dx.doi.org/10.18326/rgt.v9i2.187-226.

Full text

Abstract:

This paper presents a conceptual framework on the implementation of Resource Based Learning (RBL) in English as a Foreign Language (EFL) class. Resource based learning emerges as the proponent of constructivism as well as a response to the rapid development of information and communication technology (ICT) and its influence in education. Digital technologies pose potential opportunities in changing the face of education. The affordances of digital technologies empower more student-centered learning and more accessible educational information. Teaching English for foreign learners is dynamic and requires innovations. Admittedly, most English learners in Indonesia need more exposure to authentic English learning resources, and digital technologies are very potential in accommodating their needs. Resource based learning sets an innovative framework and systematic approach for English educators in designing digital technology-based instructions.

APA, Harvard, Vancouver, ISO, and other styles

20

Nazil Iqdami, Muhammad. "Resource Based Learning for Teaching and Learning English in Digital Environments." Register Journal 9, no. 2 (December 1, 2016): 187. http://dx.doi.org/10.18326/rgt.v9i2.701.

Full text

Abstract:

This paper presents a conceptual framework on the implementation of Resource Based Learning (RBL) in English as a Foreign Language (EFL) class. Resource based learning emerges as the proponent of constructivism as well as a response to the rapid development of information and communication technology (ICT) and its influence in education. Digital technologies pose potential opportunities in changing the face of education. The affordances of digital technologies empower more student-centered learning and more accessible educational information. Teaching English for foreign learners is dynamic and requires innovations. Admittedly, most English learners in Indonesia need more exposure to authentic English learning resources, and digital technologies are very potential in accommodating their needs. Resource based learning sets an innovative framework and systematic approach for English educators in designing digital technology-based instructions.

APA, Harvard, Vancouver, ISO, and other styles

21

Hayes, Catherine, Iain Garfield, and Philip Beardmore. "Housing a modernisation agenda: ensuring authentic academic learning environments for healthcare assistants." British Journal of Healthcare Assistants 9, no. 2 (February 2, 2015): 84–92. http://dx.doi.org/10.12968/bjha.2015.9.2.84.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Shadiev, Rustam, Taoying Liu, and Wu‐Yuin Hwang. "Review of research on mobile‐assisted language learning in familiar, authentic environments." British Journal of Educational Technology 51, no. 3 (June 27, 2019): 709–20. http://dx.doi.org/10.1111/bjet.12839.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Hod, Yotam, and Ornit Sagy. "Conceptualizing the designs of authentic computer-supported collaborative learning environments in schools." International Journal of Computer-Supported Collaborative Learning 14, no. 2 (May 22, 2019): 143–64. http://dx.doi.org/10.1007/s11412-019-09300-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Karjalainen, Mika, and Anna Liisa Ojala. "Authentic learning environments for in-service training in cybersecurity: a qualitative study." International Journal of Continuing Engineering Education and Life-Long Learning 33, no. 1 (2023): 128. http://dx.doi.org/10.1504/ijceell.2023.127853.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

McCune, Velda. "Final year biosciences students’ willingness to engage: teaching–learning environments, authentic learning experiences and identities." Studies in Higher Education 34, no. 3 (April 29, 2009): 347–61. http://dx.doi.org/10.1080/03075070802597127.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Yeen-Ju, Heidi Tan, Neo Mai, Neo Tse Kian, Hew Soon Hin, and Muhammad Syahmi bin Abd Aziz. "The DARE Project: Exploring Creative Multimedia Students’ Acceptance Towards Augmented Reality-enhanced Learning Environments." Special Issue No.1 1, no. 1 (July 1, 2020): 81–95. http://dx.doi.org/10.33093/ijcm.1.x1.8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Çetinkaya, Murat. "A Study of Developing an Attitude Scale Towards Authentic Learning Environments and Evaluation." Journal of Education and Training Studies 6, no. 4 (March 23, 2018): 189. http://dx.doi.org/10.11114/jets.v6i4.2887.

Full text

Abstract:

The aim of the research is to improve a valid and reliable attributing scale which identifies authentic learning environments and evaluation attributes of the science teacher candidates. The study has been designed on the base of validity and reliability of the scale developed to evaluate the authentic learning environments. The research group is consisted of teacher candidates at education faculty of Ordu University (n=202). The study has been carried out by the teacher candidates being trained in 2nd and 3rd class of science, mathematics, and elementary teaching classrooms at education faculty. A descriptive factor analysis has been carried out to ensure the structural validity of the scale. The test of Kaiser-Meyer-Olkin (KMO) and Bartlett has been implemented to check the reliability for the sampling size and factor analysis of the obtained data. In addition, an anti-image correlation matrix has been checked. The latest 20-item scale regulated according to the results of the analysis has been formed. The reliability coefficient (Cronbach Alpha) has been determined as 0.931. Confirmatory factor analysis has been applied to the scale which was determined as two factors. From the results of the analysis, it is expressed that the attitude scale created for the authentic learning and measurement is a valid and reliable.

APA, Harvard, Vancouver, ISO, and other styles

28

King, Colin D., and Gregory MacKinnon. "Factors to Consider When Designing Multimedia CBL Tools in Health Professional Programs." Journal of Cases on Information Technology 22, no. 1 (January 2020): 72–86. http://dx.doi.org/10.4018/jcit.2020010105.

Full text

Abstract:

Multimedia case studies are effective constructivist instructional tools that can help to design contextually authentic scenarios while also scaffolding instruction to help students move beyond their current skill and knowledge base. Although there are many advantages of using multimedia case-based learning, there are also many challenges associated with designing technology-enhanced case studies for constructivist learning. The research described herein presents the advantages and challenges that emerged from three unique learning environments in health professional education programs. In each of these environments, a multimedia educational tool (named the multimedia case-based learning sports injury assessment educational tool) was designed to engage students in authentic sport injury case scenarios. Feedback was gathered from multiple stakeholders in each learning context and used to explore the effectiveness of this technology-enhanced pedagogical approach.

APA, Harvard, Vancouver, ISO, and other styles

29

Rivera, Herbert Victor Huaranga, Milca Betsabé Herrera Aponte, José Luis Arias Gonzales, Milagros del Rosario Cáceres Chávez, Katherinne Diana Magaly Itusaca Cahua, and Christian Paolo Martel Carranza. "How big data is used as a key element for hybrid university education." International journal of health sciences 6, S1 (March 18, 2022): 834–44. http://dx.doi.org/10.53730/ijhs.v6ns1.4841.

Full text

Abstract:

Hybrid learning in universities is the blending and mixing of the learning environments, this includes both face-to-face (FTF) which implies classroom instruction and online environment (E-learning) as well. According to De Mauro, Greco and Grimaldi (2016), Ellis’ study shows that hybrid learning provides the students with the opportunity to understand and explore the real world at the same time through various authentic experiences. Authentic experience as cited by De Mauro, Greco and Grimaldi (2016) can be facilitated in the online learning environment through coming up with sufficient online learning or by blending learning to combine both online and FTF learning. The main objective of hybrid learning is to enhance effective and efficient experience through a more improved delivery model. This study is based on the review of previous articles using PRISMA methodology, it focuses on the big data as key element in hybrid learning in university education. The main objective of this study is to review 40 articles published in Scopus within 2010 to 2022 subject to big data in education, hybrid learning in universities or higher learning institutions and based on their findings the study come up with a conclusion as discussed below.

APA, Harvard, Vancouver, ISO, and other styles

30

Miltenburg, Ineke, and Ron Weerheijm. "Powerful Learning Environments: A Guide to Designing Innovation Labs." Journal of the European Honors Council 2, no. 1 (May 8, 2018): 1–19. http://dx.doi.org/10.31378/jehc.5.

Full text

Abstract:

The RUAS Honors Program aims to encourage students to develop into excellent professionals. To do so, RUAS has developed a competence profile entitled Learning to Innovate. This profile serves as a guide for designing a teaching approach which enables students to actively develop into such professionals. There are five crucial characteristics for designing learning environments which challenge students to master the said competence profile: a multidisciplinary issue drawn from actual practice; an authentic learning environment; professional excellence as both the aim and basis for assessment; qualified teachers setting high standards for their students; and working and learning in a Community of Learners made up of all those involved. In this paper, we first explain the essence of an Innovation Lab or I-lab. We then present some additional considerations and various different approaches to designing a powerful learning environment like the I-Lab.

APA, Harvard, Vancouver, ISO, and other styles

31

Stamer, I., M. A. David, T. Höffler, S. Schwarzer, and I. Parchmann. "Authentic insights into science: scientific videos used in out-of-school learning environments." International Journal of Science Education 43, no. 6 (March 25, 2021): 868–87. http://dx.doi.org/10.1080/09500693.2021.1891321.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Shadiev, R., W. Y. Hwang, Y. M. Huang, and T. Y. Liu. "Facilitating application of language skills in authentic environments with a mobile learning system." Journal of Computer Assisted Learning 34, no. 1 (November 19, 2017): 42–52. http://dx.doi.org/10.1111/jcal.12212.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Lokollo, Lamberthus J., and J. L. Kundre. "DEVELOPMENT E-PORTFOLIO AS A MODEL OF AUTHENTIC ASSESSMENT." EDU SCIENCES JOURNAL 2, no. 1 (March 18, 2021): 29–37. http://dx.doi.org/10.30598/edusciencesvol2iss1pp29-37.

Full text

Abstract:

Authentic assessment is an essential component of effective learning that links theory to practice. As information technology has developed, portfolios have been considered authentic environments to enable learning students to reflect their potential through the evidence presented in the e-portfolio. This research's general objective is to produce an e-portfolio based authentic assessment model for the PNFI Learning Media Development course in the Non-formal Education Study Program, Faculty of Teacher Training and Education, Universitas Pattimura. The method used in this research is the development research method. It uses three main stages of the Tjeer Plomp model: 1) preliminary research, 2) prototype design and development and expert validation, and 3) testing and revision. This study involved 71 students of the Faculty of Teacher Training and Education, Universitas Pattimura, and three experts in assessment, media, and learning technology. The research data were obtained through interviews, questionnaires, and observations. This study found that Mahara is a suitable platform to be used in the learning process and is recommended to be developed as an e-portfolio based authentic learning model in the Non-formal Education Study Program, Faculty of Teacher Training and Education, Universitas Pattimura

APA, Harvard, Vancouver, ISO, and other styles

34

van Haren, Rita, and Robyn Kiddy. "Growing to give: Transforming learning via new pedagogies for the 21st century." Global Studies of Childhood 8, no. 2 (November 5, 2017): 131–51. http://dx.doi.org/10.1177/2043610617734982.

Full text

Abstract:

This article reports on an Australian project involving preschool and kindergarten children learning about ‘giving’ and the environment. Teachers designed learning modules based on the Learning by Design framework, which views pedagogies as knowledge processes, and conducted action research to explore the impact of learning about ‘giving’ on student wellbeing and their literacy learning. From observations of students and analyses of students’ work samples, teachers agreed that students were more empathic, collaborative and felt more connected to their environments. Their engagement in authentic learning resulted in improved literacy outcomes as well as students taking action for the environment. Parent involvement also increased and strong connections were made between the schools and the wider community.

APA, Harvard, Vancouver, ISO, and other styles

35

Veenendaal, B. "USING THE GEOSPATIAL WEB TO DELIVER AND TEACH GISCIENCE EDUCATION PROGRAMS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XL-6/W1 (May 27, 2015): 17–21. http://dx.doi.org/10.5194/isprsarchives-xl-6-w1-17-2015.

Full text

Abstract:

Geographic information science (GIScience) education has undergone enormous changes over the past years. One major factor influencing this change is the role of the geospatial web in GIScience. In addition to the use of the web for enabling and enhancing GIScience education, it is also used as the infrastructure for communicating and collaborating among geospatial data and users. The web becomes both the means and the content for a geospatial education program. However, the web does not replace the traditional face-to-face environment, but rather is a means to enhance it, expand it and enable an authentic and real world learning environment. This paper outlines the use of the web in both the delivery and content of the GIScience program at Curtin University. The teaching of the geospatial web, web and cloud based mapping, and geospatial web services are key components of the program, and the use of the web and online learning are important to deliver this program. Some examples of authentic and real world learning environments are provided including joint learning activities with partner universities.

APA, Harvard, Vancouver, ISO, and other styles

36

Lin, Chi-Syan, and Cheng-Ying Lin. "The Differences of Perceived Efficacy Between Pupils and Experts in Fostering 21st-Century Skills." International Journal of Curriculum Development and Learning Measurement 3, no. 1 (January 2022): 1–13. http://dx.doi.org/10.4018/ijcdlm.290386.

Full text

Abstract:

This study examines differences of perceived efficacy on blended PBL in fostering 21st century skills between pupils’ self-assessment and teachers’ expert assessment. For collecting empirical data, an international collaborative learning program with PBL courses is embodied online for a 10-week span. Two rubrics are administered to pupils and their corresponding teachers at the end of the learning program respectively. In addition to acknowledge that self-assessment is a tool with validity in an authentic learning environment, results of the study reveals that self-assessment and expert assessment have their own roles to play respectively while evaluating the broad range of competencies. Whereas covering different domains of competencies, self-assessment and expert assessment could compensate each other in measurement. In light of the emerging PBL in the future of schooling, the study suggests conducting more empirical studies to verify the validity and the strength of self-assessment on competencies in authentic learning environments.

APA, Harvard, Vancouver, ISO, and other styles

37

Horning, Melissa L., Ryan Schneider, Barbara Beacham, Anne C. McKechnie, Laura Kirk, Daniel Emery, and Ruth Lindquist. "Appreciation of the Research-Practice Link: Authentic Learning Environments for Writing-Intensive Nursing Courses." Nursing Education Perspectives 41, no. 6 (September 9, 2019): 361–63. http://dx.doi.org/10.1097/01.nep.0000000000000568.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Öner, Diler. "Supporting students’ participation in authentic proof activities in computer supported collaborative learning (CSCL) environments." International Journal of Computer-Supported Collaborative Learning 3, no. 3 (June 4, 2008): 343–59. http://dx.doi.org/10.1007/s11412-008-9043-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Rodríguez-Becerra, Jorge, Lizethly Cáceres-Jensen, Tatiana Díaz, Sofía Druker, Víctor Bahamonde Padilla, Johannes Pernaa, and Maija Aksela. "Developing technological pedagogical science knowledge through educational computational chemistry: a case study of pre-service chemistry teachers’ perceptions." Chemistry Education Research and Practice 21, no. 2 (2020): 638–54. http://dx.doi.org/10.1039/c9rp00273a.

Full text

Abstract:

The purpose of this descriptive case study was to develop pre-service chemistry teachers’ Technological Pedagogical Science Knowledge (TPASK) through novel computational chemistry modules. The study consisted of two phases starting with designing a computational chemistry based learning environment followed by a case study where students’ perceptions towards educational computational chemistry were explored. First, we designed an authentic research-based chemistry learning module that supported problem-based learning through the utilisation of computational chemistry methods suitable for pre-service chemistry education. The objective of the learning module was to promote learning of specific chemistry knowledge and development of scientific skills. Systematic design decisions were made through the TPASK framework. The learning module was designed for a third-year physical chemistry course taken by pre-service chemistry teachers in Chile. After the design phase, the learning module was implemented in a course, and students’ perceptions were gathered using semi-structured group interviews. The sample consisted of 22 pre-service chemistry teachers. Data were analysed through qualitative content analysis using the same TPASK framework employed in the learning module design. Based on our findings, pre-service chemistry teachers first acquired Technological Scientific Knowledge (TSK) and then developed some elements of their TPASK. Besides, they highly appreciated the combination of student-centred problem-based learning and the use of computational chemistry tools. Students felt the educational computational learning environment supported their own knowledge acquisition and expressed an interest in applying similar learning environments in their future teaching careers. This case study demonstrates that learning through authentic real-world problems using educational computational methods offers great potential in supporting pre-service teachers’ instruction in the science of chemistry and pedagogy. For further research in the TPASK framework, we propose there would be significant benefit from developing new learning environments of this nature and evaluating their utility in pre-service and in-service chemistry teacher's education.

APA, Harvard, Vancouver, ISO, and other styles

40

du Preez, Madely. "Authentic Learning Environments in Higher Education20065Edited by Anthony Herrington and Jan Herrington. Authentic Learning Environments in Higher Education. 2006. 321 pp. US$69.95 (Soft cover), ISBN: 1‐59140‐595‐5 Hershey, PA." Electronic Library 24, no. 4 (July 2006): 575–76. http://dx.doi.org/10.1108/02640470610689287.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Andjelkovic, Sladjana, and Zorica Stanisavljevic-Petrovic. "The development of the ecological paradigm: From school towards nature." Glasnik Srpskog geografskog drustva 92, no. 3 (2012): 49–68. http://dx.doi.org/10.2298/gsgd1203049a.

Full text

Abstract:

This work contemplates on the possibility of the development of the ecological paradigm through the process of learning in authentic natural environments. The support to the development of the ecological paradigm is given by the current reformatory processes in schools that increasingly promote the openness of schools and the transfer of the stuffy process into informal environments, natural and social surroundings. Natural surroundings are filled with new challenges and comprise a challenging environment for students where they can explore, experiment, realize the relationships between objects and occurrences in nature. Authentic natural surroundings are a new kind of lecturing situation where they are given a chance for situational, cooperative and studying through experience. Being in touch with nature has effect on the cognitive, affective and psychomotoric development of the students, also on the building of a new kind of attitude towards nature based on the interconnection and mutual condicionality.

APA, Harvard, Vancouver, ISO, and other styles

42

Kuo, Chin-Hwa, David Wible, Meng-Chang Chen, Li-Chun Sung, Nai-Lung Tsao, and Chia-Lin Chio. "The Design of an Intelligent Web-Based Interactive Language Learning System." Journal of Educational Computing Research 27, no. 3 (October 2002): 229–48. http://dx.doi.org/10.2190/xjve-x9jm-ul46-er0t.

Full text

Abstract:

The design of an Intelligent Web-based Interactive Language Learning (IWiLL) system to support English learning on the Internet is described. We designed two kinds of learning environments: 1) an interactive English writing environment; and 2) an authentic conversation learning environment. These are intended to improve learners' basic language skills in listening, reading, speaking, and writing. In addition, the system also offers authoring tools that facilitate teachers' content preparation. The system not only provides multimedia learning environments for users, but also builds a learner corpus, an archive of English texts written by learners for whom English is a second language. Further analysis of the learner corpus creates the potential to detect the users' persistent errors and then to provide adequate help to the users. An important aspect of the system is the careful integration of the multimedia environments in ways that systematically enrich the learners exposure to and grasp of specific aspects of the target language. For example, particular targeted vocabulary items can be encountered in text as well as video. The system also is designed to track a variety of facets of each learner's interaction with the environment. This tracked data in turn supports spiraling of English material that the learner has encountered.

APA, Harvard, Vancouver, ISO, and other styles

43

Aiello, Stephen, and Norm Wilkinson. "MESH360." Pacific Journal of Technology Enhanced Learning 2, no. 1 (January 21, 2020): 39–40. http://dx.doi.org/10.24135/pjtel.v2i1.56.

Full text

Abstract:

Paramedics deal with a variety of emergency situations, ranging from natural disasters to road traffic accidents. Higher education providers need to critically explore how to best prepare student paramedics for high risk, unforeseen events that require critical awareness and diagnostic problem-solving capabilities. Hi-fidelity mannequin based simulation is a widely adopted and proven technique for clinical training and critical care response education (Kaufman, 2010). However, traditional mannequin based simulation in isolation limits a meaningful learning context and authentic real-world assessment influences. The MESH360 project involves a collaborative transdisciplinary team of designers and educational researchers, in the design of XR to enhance student and professional paramedic training to prepare practitioners for the environmental stressors and critical care decisions involved in high-risk situations. This presentation explores the third iteration prototype design stage of an immersive reality (XR) enhanced simulation project in critical healthcare higher education. To promote student engagement through innovative learning tasks, XR was employed to introduce critical elements of patient and practitioner risk and stress by creating a learning environment that more authentically simulates these elements. Design Based Research (DBR) provided a structure within a four-phase iterative framework (McKenney & Reeves, 2012) when designing the XR learning environment (Cochrane et al., 2017). Using DBR, the project explored the impact of mobile XR enhanced simulation for novice and professional paramedics. This project explored the development and implementation with an enhanced simulation scenario involving a virtual helicopter ride and an immersive simulated patient rescue. The project used mixed methods to triangulate qualitative and quantitative data within the design. We measured participant stress by recording heart rate (HR) followed by subjective qualitative participant responses and feedback (Pre and post participant surveys, and post focus group). The thematic analysis showed a positive and enthusiastic experience by the students. Whilst some thought there was room for increased helicopter fidelity, all students believed that XR provided a more authentic experience. This presentation will demonstrate the methods and user reaction of this prototype study. This is the third iteration prototyping a DBR project that explores the development of an immersive reality framework for enhanced critical care simulation for educating paramedics within an authentic learning environment. A learning solution was implemented into an educational setting offering context to real-world learning within an engaging authentic environment. The next stages of the research will iteratively evaluate and refine prototype immersive reality learning environments, comparing the impact upon both novice and expert paramedics. This will inform the next phase of the DBR project that will focus upon the development of design principles for a transferable design framework. References Cochrane, T., Cook, S., Aiello, S., Christie, D., Sinfield, D., Steagall, M., & Aguayo, C. (2017). A DBR Framework for Designing Mobile Virtual Reality Learning Environments. Australasian Journal of Educational Technology (AJET), 33(6), 54-68. doi: https://doi.org/10.14742/ajet.3613 Kaufman, D. (2010). Simulation in Health Professional Education. In D. Kaufman & L. Sauvé (Eds.), Educational Gameplay and Simulation Environments: Case Studies and Lessons Learned (pp. 51-67). Hershey, PA, USA: IGI Global. McKenney, S., & Reeves, T. (2012). Conducting educational design research. London: Routledge.

APA, Harvard, Vancouver, ISO, and other styles

44

De Pietro, Orlando. "Authentic and Situated Learning with the Use of an Adaptive Search Engine and a QR-Code in Mobile Mode." International Journal of Digital Literacy and Digital Competence 4, no. 3 (July 2013): 19–30. http://dx.doi.org/10.4018/ijdldc.2013070103.

Full text

Abstract:

The paper presents a technique of interrogation, in mobile technology, of a knowledge base contained in an e-Learning platform. The query is done through the integrated use of an adaptive search engine (ASE) and QR codes. The QR-Code are used to label objects in real environments of cultural matter (eg: museums, art galleries, archaeological sites, etc.). These objects can then be analyzed in more detail during a real learning activity (situated learning and authentic learning). The knowledge base of the virtual learning environment (VLE), is interrogated through a mobile device (smartphone or tablet) which, through an appropriate decoder software, interprets the instructions contained in a QR label previously positioned on the object actually observed by the learner (eg, during a visit to a museum). ASE combines to the data contained in the QR-Code those relating to the user who performs the query (previously recognized via the log-in on the e-Learning platform), therefore, extracts information about the observed object, adapting to the profile of the user-learner. With the help of these tools the learner can expand his real learning experience, while interacting with a virtual learning environment. In this way, situated and authentic learning activities can be upgraded and virtualized, maturing a significative educational experience with the use of intuitive and user friendly digital tools.

APA, Harvard, Vancouver, ISO, and other styles

45

Sorvari, Jaana, Satu Rusko, Nina Jackson, and Hanna-Leena Ainonen. "Integrating entrepreneurial working life skills with foreign language teaching – two cases from the University of Oulu." Language Learning in Higher Education 10, no. 2 (December 1, 2020): 521–29. http://dx.doi.org/10.1515/cercles-2020-2033.

Full text

Abstract:

Abstract This activity report describes two cases of Language teaching for degree students in the University of Oulu with new pedagogical approaches aiming towards authentic working life skills. Co-creation, collaborative learning and cooperation across borders are the building blocks for these innovative language teaching projects. Case 1 describes Entrepreneurial Language Studies in English and Swedish courses, co-created with the Ministry of Culture and Education Key Projects, which aim for fostering entrepreneurial culture and creating entrepreneurial learning environments at universities. Case 2 is about Teaching English and Course Cooperation in English language between the students of Information Processing Science in Finland and Russia. In both of these cases, students have been challenging themselves with new ways to learn the language and at the same time acquire important skills for working life, virtual learning, presentations, communication, problem solving and business idea creation. What unites these cases is the emphasis on authentic language learning, creativity and self-efficacy. Because career paths today are increasingly complex, multidisciplinary and diverse, the ability to adapt, innovate and be flexible is vital in evolving and collaborative working environments.

APA, Harvard, Vancouver, ISO, and other styles

46

Sagar, Helena, and Hanne Mehli. "Authentic and entrepreneurial teaching practice in science and technology – variation and diversity in outcomes from professional development courses for teachers." Nordic Studies in Science Education 9, no. 2 (November 7, 2013): 171–86. http://dx.doi.org/10.5617/nordina.555.

Full text

Abstract:

This qualitative study describes the variation and diversity in science and technology teachers’ self-expressed outcomes from two CPD courses with the same major aim, however with different designs and foci. The aim was to increase teachers’ knowledge of authentic and entrepreneurial learning environments in school science and technology. The CPD evaluation model presented by Harland and Kinder (1997 was used for analysis). Both courses resulted in outcomes in all eight typologies as well as in impact on practice. The teachers’ expressed experiences reflect the different foci; general reflections on changes in teaching strategies for a more authentic and entrepreneurial learning environment from one course to concrete examples of subject specific activities from the other course. This suggests that a CPD course, including teaching strategies with the content knowledge as a point of departure, thus providing concrete examples of subject related changes in teaching practice, might provide a more effective CPD.

APA, Harvard, Vancouver, ISO, and other styles

47

Kron, Stephanie, Daniel Sommerhoff, Maike Achtner, Kathleen Stürmer, Christof Wecker, Matthias Siebeck, and Stefan Ufer. "Cognitive and Motivational Person Characteristics as Predictors of Diagnostic Performance: Combined Effects on Pre-Service Teachers’ Diagnostic Task Selection and Accuracy." Journal für Mathematik-Didaktik 43, no. 1 (March 2022): 135–72. http://dx.doi.org/10.1007/s13138-022-00200-2.

Full text

Abstract:

AbstractThe acquisition of diagnostic competences is an essential goal of teacher education. Thus, evidence on how learning environments facilitate pre-service teachers’ acquisition of corresponding competences is important. In teacher education, approximations of practice (such as simulations) are discussed as being learning environments that can support learners in activating acquired knowledge in authentic situations. Simulated diagnostic interviews are recommended to foster teachers’ diagnostic competences.The conceptualization of diagnostic competences highlights the importance of cognitive and motivational characteristics. Motivational learning theories predict that the activation of acquired knowledge in learning situations may be influenced by motivational characteristics such as individual interest. Although teachers’ diagnostic competences constitute an increasing research focus, how cognitive and motivational characteristics interact when shaping the diagnostic process and accuracy in authentic learning situations remains an open question.To address this question, we report on data from 126 simulated diagnostic one-on-one interviews conducted by 63 pre-service secondary school mathematics teachers (students simulated by research assistants), studying the combined effects of interest and professional knowledge on the diagnostic process and accuracy. In addition to the main effect of content knowledge, interaction effects indicate that participants’ interest plays the role of a “door-opener” for the activation of knowledge during simulation-based learning. Thus, the results highlight the importance of both, cognitive and motivational characteristics. This implies that simulation-based learning environments should be designed to arouse participants’ interest to support their learning or to support less interested learners in activating relevant knowledge.

APA, Harvard, Vancouver, ISO, and other styles

48

Arroio, Agnaldo. "VISUALIZATIONS FOR NATURAL SCIENCE EDUCATION." Journal of Baltic Science Education 11, no. 2 (June 20, 2012): 112–14. http://dx.doi.org/10.33225/jbse/12.11.112.

Full text

Abstract:

Motivation, to be successful, and Natural Science Education is no exception in this context should have to rely on a rich repertoire of experiences on which to build conceptual learning by students. These experiences could pave the way to making meaning of them, which in turn supports learning. It also helps to entertain, create or re-create a sense of wonder, which becomes an authentic incentive for learning. It is therefore important to think of education in a systemic conception, not just limiting the student’s experiences to what can possibly take place in the classroom. Therefore, the role of alternative learning environments becomes critical as a prelude, a complement to follow-up the school-based learning process. Experience comes from interaction with a learning environment.

APA, Harvard, Vancouver, ISO, and other styles

49

Billiar, Kristen, Donald P. Gaver, Kenneth Barbee, Anita Singh, John D. DesJardins, Beth Pruitt, Joe Tranquillo, et al. "Learning Environments and Evidence-Based Practices in Bioengineering and Biomedical Engineering." Biomedical Engineering Education 2, no. 1 (January 2022): 1–16. http://dx.doi.org/10.1007/s43683-021-00062-z.

Full text

Abstract:

AbstractThis paper provides a synopsis of discussions related to the Learning Environments track of the Fourth BME Education Summit held at Case Western Reserve University in Cleveland, Ohio in May 2019. This summit was organized by the Council of Chairs of Bioengineering and Biomedical Engineering, and participants included over 300 faculty members from 100+ accredited undergraduate programs. The Learning Environments track had six interactive workshops that provided facilitated discussion and provide recommendations in the areas of: (1) Authentic project/problem identification in clinical, industrial, and global settings, (2) Experiential problem/project-based learning within courses, (3) Experiential learning in co-curricular learning settings, (4) Team-based learning, (5) Teaching to reach a diverse classroom, and (6) Innovative platforms and pedagogy. A summary of the findings, best practices and recommendations from each of the workshops is provided under separate headings below, and a list of resources is provided at the end of this paper.

APA, Harvard, Vancouver, ISO, and other styles

50

Winne, Philip H. "Comments on Motivation in Real-Life, Dynamic, and Interactive Learning Environments." European Psychologist 9, no. 4 (January 2004): 257–63. http://dx.doi.org/10.1027/1016-9040.9.4.257.

Full text

Abstract:

Articles published in this special section report state-of-the-art research on motivation and related constructs by studying learners in authentic and dynamic situations. Each research team demonstrates the value of using multiple methodologies. I draw out four themes that illuminate critical issues in this area of research: First, learners hold multiple goals simultaneously. Second, holding multiple goals affords opportunities for self-regulation. Third, goals and motivation evolve over time, although we know little about the trajectory of this process. Fourth, investigations that adopt multiple methodologies create opportunities to accelerate progress in the field. I also offer an alternative interpretive stance, a cognitive one, for theorizing about these constructs. I attempt to stimulate alternative but not antithetical views for future research about motivational constructs and their relations to learners' participation in classroom activities and achievements.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Authentic Learning Environments'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles