Relevant bibliographies by topics / Authentic learning experiences

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Authentic learning experiences'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "Authentic learning experiences"

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Hasnine, Mohammad Nehal, Hiroaki Ogata, Gökhan Akçapınar, Kousuke Mouri, and Keiichi Kaneko. "Closing the Experiential Learning Loops Using Learning Analytics Cycle." International Journal of Distance Education Technologies 18, no. 3 (2020): 78–98. http://dx.doi.org/10.4018/ijdet.2020070105.

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In ubiquitous learning, authentic experiences are captured and later reused as those are rich resources for foreign vocabulary development. This article presents an experiential theory-oriented approach to the design of learning analytics support for sharing and reusing authentic experiences. In this regard, first, a conceptual framework to support vocabulary learning using learners' authentic experiences is proposed. Next, learning experiences are captured using a context-aware ubiquitous learning system. Finally, grounded in the theoretical framework, the development of a web-based tool call
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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 (2021): 31–47. http://dx.doi.org/10.4018/ijopcd.2021040103.

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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 find
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Wineberg, Lenore Peachin. "Integrating walks into academics: Authentic learning experiences." International Journal of Early Childhood 32, no. 1 (2000): 26–33. http://dx.doi.org/10.1007/bf03169020.

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Westberg, Karen L., and Jann H. Leppien. "Student Independent Investigations for Authentic Learning." Gifted Child Today 41, no. 1 (2017): 13–18. http://dx.doi.org/10.1177/1076217517735354.

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Including opportunities for students to conduct independent investigations is a mainstay of gifted education programs and services. When carefully designed and skillfully facilitated, students’ interest-based, independent study experiences result in increased intrinsic motivation, growth in 21st-century critical and creativity skills, greater self-efficacy toward research and creative productivity, and authentic learning experiences. Successful and meaningful investigations occur when teachers guide students through four stages of the independent study process: interest focusing, problem focus
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Chen, Gwo-Dong, Nurkhamid, Chin-Yeh Wang, Su-Hang Yang, Wei-Yuan Lu, and Chih-Kai Chang. "Digital Learning Playground: supporting authentic learning experiences in the classroom." Interactive Learning Environments 21, no. 2 (2013): 172–83. http://dx.doi.org/10.1080/10494820.2012.705856.

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Pierce, Dalphia Raye. "Early field experiences and teacher preparation: Authentic learning." Teacher Educator 31, no. 3 (1996): 217–25. http://dx.doi.org/10.1080/08878739609555113.

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Stein *, Sarah J., Geoff Isaacs, and Trish Andrews. "Incorporating authentic learning experiences within a university course." Studies in Higher Education 29, no. 2 (2004): 239–58. http://dx.doi.org/10.1080/0307507042000190813.

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Miles, Morgan P., Huibert de Vries, Geoff Harrison, Martin Bliemel, Saskia de Klerk, and Chick J. Kasouf. "Accelerators as authentic training experiences for nascent entrepreneurs." Education + Training 59, no. 7/8 (2017): 811–24. http://dx.doi.org/10.1108/et-01-2017-0007.

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Purpose The purpose of this paper is to address the role of accelerators as authentic learning-based entrepreneurial training programs. Accelerators facilitate the development and assessment of entrepreneurial competencies in nascent entrepreneurs through the process of creating a start-up venture. Design/methodology/approach Survey data from applicants and participants of four start-accelerators are used to explore the linkages between accelerators and the elements of authentic learning. Authentic learning processes are then mapped onto the start-up processes that occur within the accelerator
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Hite, Rebecca, Patricia Solís, Lindsay Wargo, and Thomas Larsen. "Exploring Affective Dimensions of Authentic Geographic Education Using a Qualitative Document Analysis of Students’ YouthMappers Blogs." Education Sciences 8, no. 4 (2018): 173. http://dx.doi.org/10.3390/educsci8040173.

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Research suggests numerous cognitive benefits of authentic learning experiences. Beyond cognition, there are additional dimensions for learners who engage in authentic learning experiences. In education, the affective experiences of authentic learning and the role of students’ social interactions remain largely unexplored. This paper examines students’ affective and social experiences derived from blog posts published on the YouthMappers website. YouthMappers is an international network of university students who create open map data for humanitarian and development programming. In an analysis
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Salminen-Tuomaala, Mari Helena, Elina Leppäkangs, and Sami Perälä. "Towards more authentic simulation-based learning – Nursing students’ experiences." Clinical Nursing Studies 8, no. 4 (2020): 18. http://dx.doi.org/10.5430/cns.v8n4p18.

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Background: Nursing students need opportunities for authentic learning in contexts that strongly resemble real-life clinical settings.Objective: This qualitative study describes final year nursing students’ experiences of simulation authenticity and presents development needs proposed by the students. The study aimed at producing knowledge that can be used by educators and technology specialists to develop simulation pedagogy for acute nursing.Methods: Eleven final-year nursing students specializing in acute nursing (intensive care and in- and out-of-hospital emergency care) responded to a que
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Dissertations / Theses on the topic "Authentic learning experiences"

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Hershberger, Jane Boag. "Authentic field-based learning experiences for EdD students." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 134 p, 2009. http://proquest.umi.com/pqdweb?did=1818417441&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Blum, Kathleen Mary. "Enhancement of student learning and attitude towards mathematics through authentic learning experiences." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/2434.

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Research suggests that many high school students are not learning mathematics of value from a personal or an employment perspective. School mathematics often consists of applying memorised algorithms to exercises that do not meaningfully connect with the student's experience, and hence do not lead to the construction of meaningful mathematics concepts by the student. Moreover, most high school mathematics curricula give students a false idea of the essence of mathematics: Instead of understanding mathematics as another powerful lens through which to view the world, and a creative, enjoyable en
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Blum, Kathleen Mary. "Enhancement of student learning and attitude towards mathematics through authentic learning experiences." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14659.

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Research suggests that many high school students are not learning mathematics of value from a personal or an employment perspective. School mathematics often consists of applying memorised algorithms to exercises that do not meaningfully connect with the student's experience, and hence do not lead to the construction of meaningful mathematics concepts by the student. Moreover, most high school mathematics curricula give students a false idea of the essence of mathematics: Instead of understanding mathematics as another powerful lens through which to view the world, and a creative, enjoyable en
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Parker, Jennifer. "Designing authentic online community of learning experiences for higher education." Thesis, Parker, Jennifer (2015) Designing authentic online community of learning experiences for higher education. Professional Doctorate thesis, Murdoch University, 2015. https://researchrepository.murdoch.edu.au/id/eprint/28819/.

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A key challenge for university professionals is to identify how to construct more interactive, engaging and student-centred environments that promote key learning skills and encourage self-directed learning. The purpose of this study was to investigate the effectiveness of an online professional development course that would enable higher education practitioners to design more interactive and engaging online courses. An extensive review of the literature identified principles of online learning that informed the development of an authentic community of learning framework that was used to g
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Mrwebi, Mandosi Betty-Sarah. "An investigation into the provision of authentic teaching and learning experiences in the mathematics classroom / Mrwebi, M.B." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7177.

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The provision of authentic teaching and learning in the Mathematics classroom is one of the corner stones of the National Curriculum Statement (NCS). This study investigated to what extent teachers provide authentic teaching and learning in their Mathematics classrooms. A literature study was undertaken to explain authentic teaching and learning. The use of teaching methods and strategies, learning activities, assessment methods and strategies, and the role of the teacher and learner in the context of authentic teaching and learning in the classroom were explored. The literature review provide
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Estes, T. Scott. "From the use of performance tasks to the user of performance tasks| Authentic learning and assessment experiences in middle schools." Thesis, Aurora University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10131732.

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<p> The purpose of this qualitative, multi-case study is to identify the traits three middle school classroom teachers share, which seemingly enable them to successfully engage their students in performance-based activities and assessments. This study investigates the research behind the use of performance tasks, authentic learning and assessment and connects the data gleaned from observations and interviews with participants and administrators to the literature review. Data analysis and summations connect performance tasks to authentic learning but also identify more subjective traits such as
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Arbogast, Michelle A. "Immersive Technologies in Preservice Teacher Education: The Impact of Augmented Reality in Project-Based Teaching and Learning Experiences." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1553266590134835.

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Nilsson, Ulrika. "Autentiska upplevelser och elevers motivation till lärande i spanska." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29628.

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The aim of this essay has been to gain knowledge about how authentic experiences affect students' motivation for their learning of Spanish and to compare how their motivation is influenced by different kinds of authentic experiences. According to Bryman (2006) the most common methods when doing investigations about motivation are questionnaires combined with structured interviews, within a mixed method, with both quantitative and qualitative instruments. The research has therefore been carried out at a Swedish high school, applying questionnaires at 122 students and structured interviews wi
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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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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
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Books on the topic "Authentic learning experiences"

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Laur, Dayna. Authentic Learning Experiences. Routledge, 2013. http://dx.doi.org/10.4324/9781315853314.

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Authentic Learning Experiences A Realworld Approach To Projectbased Learning. Taylor & Francis Ltd, 2013.

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Robert, Ponterio, and ERIC Clearinghouse on Languages and Linguistics., eds. Internet technologies for authentic language learning experiences. ERIC Clearinghouse on Languages and Linguistics, Center for Applied Linguistics, 1997.

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Robert, Ponterio, and Educational Resources Information Center (U.S.), eds. Enhancing authentic language learning experiences through internet technology. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 2000.

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Stanley, Todd. Authentic Learning: Real-World Experiences That Build 21st-Century Skills. Prufrock Press, 2018.

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Stanley, Todd. Authentic Learning: Real-World Experiences That Build 21st-Century Skills. Taylor & Francis Group, 2021.

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Stanley, Todd. Authentic Learning: Real-World Experiences That Build 21st-Century Skills. Taylor & Francis Group, 2021.

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Stanley, Todd. Authentic Learning: Real-World Experiences That Build 21st-Century Skills. Prufrock Press, 2018.

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Stanley, Todd. Authentic Learning: Real-World Experiences That Build 21st-Century Skills. Taylor & Francis Group, 2021.

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Laur, Dayna. Authentic Learning Experiences: A Real-World Approach to Project-Based Learning. Taylor & Francis Group, 2013.

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Book chapters on the topic "Authentic learning experiences"

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Maddrell, Jennifer A. "Designing Authentic Educational Experiences Through Virtual Service Learning." In The Design of Learning Experience. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16504-2_15.

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Bhagat, Kaushal Kumar, and Ronghuai Huang. "Improving Learners’ Experiences Through Authentic Learning in a Technology-Rich Classroom." In Authentic Learning Through Advances in Technologies. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5930-8_1.

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Laur, Dayna, and Jill Ackers. "Developing Ideas for Authentic Challenges, Projects, Learning Experiences." In Developing Natural Curiosity through Project-Based Learning. Routledge, 2017. http://dx.doi.org/10.4324/9781315528410-1.

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Cook, Peter J. "Understanding Dance Through Authentic Choreographic and A/r/tographic Experiences." In Arts-based Methods and Organizational Learning. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63808-9_6.

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Edmondson, Elizabeth, Stephen Burgin, Dina Tsybulsky, and Jennifer Maeng. "Learning Aspects of Nature of Science Through Authentic Research Experiences." In Science: Philosophy, History and Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57239-6_36.

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Schumann, Svantje. "Investigating Experiences of Nature: Challenges and Case-Analytical Approaches." In High-Quality Outdoor Learning. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_20.

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AbstractBased on methodological considerations with regard to the challenges which arise with the analysis of the potentials of nature experience, a case study is examined: the excursion of a teacher with her second grade class to an industrial wasteland. The aim is to learn about plants there. The case study shows that the teacher basically has a positive attitude towards research, has a good perception of the children’s learning processes and is very clearly aware of the educational value of emotional, social and aesthetic experiences. In addition, she succeeds in responding to the needs of the children and the external circumstances in a spontaneous and appropriate, context-dependent manner. Interestingly, however, she ‘hides’ behind ‘common’ constructs (e.g. the ‘increase in knowledge’) in her argumentation regarding the format of nature experience. The most plausible assumption and thus hypothesis is that the teacher doubts the acceptance or the significance of her conception of learning. Finally, I present the arguments for the potentials of nature experiences for personal development. In addition, I show how important it is that the schools promote real-life encounters with natural phenomena. This enables authentic personal development and counteracts forces currently at work that lead to a decline in real-life experiences in nature.
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McNamara, Annette, and Jennifer Englund. "Creating a Rubric to Support the Development of Authentic Learning Experiences." In Educational Technology Beyond Content. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37254-5_24.

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Spooner, Kerri. "Authentic Mathematical Modelling Experiences of Upper Secondary School: A Case Study." In International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62968-1_52.

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Patton, Narelle. "Harnessing the Value of Authentic Work Integrated Learning Experiences in Teacher Education." In Work-Integrated Learning Case Studies in Teacher Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-6532-6_5.

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Kim, Mi Song, and Xiaoxuan Ye. "Authentic Learning Experiences in Informal Science Learning: A Case Study of Singapore’s Prospective Teachers." In Education Innovation Series. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-521-1_16.

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Conference papers on the topic "Authentic learning experiences"

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Isomottonen, Ville, and Aletta Nylen. "Multiple Authentic Project-Based Experiences and Persistent Learning?" In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028535.

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Tan, Heidi. "ENHANCING PROBLEM-SOLVING LEARNING EXPERIENCES IN AN AUTHENTIC BLENDED LEARNING ENVIRONMENT." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.2005.

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Serrano Santos, Jose Manuel. "Design, implementation and evaluation of an authentic assessment experience in a pharmacy course: are students getting it?" In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5294.

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Authentic assessment has been a focal strategy in higher education as a way to provide students with engaging and meaningful learning experiences in preparation for the real world work environments. Possibly due to the lack of consensus in the elements that outline that authenticity, limited amount of authentic learning experiences are reported and evaluated in the literature. This study aims to describe and evaluate the design and implementation of an authentic assessment in a pharmacy undergraduate course. A five-dimensional model for authentic instruction was utilized in the design of the l
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Chakraborty, Suranjan, Lin Deng, and Josh Dehlinger. "Towards authentic undergraduate research experiences in software engineering and machine learning." In ESEC/FSE '21: 29th ACM Joint European Software Engineering Conference and Symposium on the Foundations of Software Engineering. ACM, 2021. http://dx.doi.org/10.1145/3472673.3473966.

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Revilla, Isabel, Ana M. Vivar-Quintana, and Miriam Hernández-Jiménez. "Incorporating authentic learning experiences in the Degree in Agro-Food Engineering." In TEEM'21: Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality. ACM, 2021. http://dx.doi.org/10.1145/3486011.3486474.

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Mcdonald, Jason, Derek Hansen, Jonathan Balzotti, et al. "Designing Authentic Cybersecurity Learning Experiences: Lessons from the Cybermatics Playable Case Study." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2019. http://dx.doi.org/10.24251/hicss.2019.302.

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Stoddart, Patrick, Mark Foster, and Tony Koppi. "Universities Without Walls - Authentic Learning Experiences Via Wireless Video and Data Networks." In 2006 7th International Conference on Information Technology Based Higher Education and Training. IEEE, 2006. http://dx.doi.org/10.1109/ithet.2006.339755.

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Jokinen, Esa, and Jyri Rajamaki. "Learning experiences within authentic demonstrations research project demonstrations at Viksu 2014 Camp." In 2015 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2015. http://dx.doi.org/10.1109/educon.2015.7096002.

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Bilgin, Ayse, Glenn Newbery, and Peter Petocz. "Engaging and motivating students with authentic statistical projects in a capstone unit." In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15209.

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Students preparing for professional statistical work can benefit from experience with real statistical problems presented by real clients and requiring them to engage with the complete problem-solving process without the usual cues of ‘textbook’ examples. We have used such an approach in a capstone unit in statistical consulting, asking students to write about their learning experiences and to reflect on the ways in which such consultations helped them (or not) to develop their professional statistical skills. A content analysis of students’ comments focusing on engagement and motivation confi
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Zakaria, Ghaith, and Sonia Wilkie. "Applications for virtual reality experiences in tertiary education." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0139.

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Providing authentic learning experiences is a stellar teaching and learning strategy to prepare students for their future careers. They cultivate and enhance students learning by providing hands- on, experiential learning opportunities. However, incorporating such activities can be challenging, logistically complicated and may encapsulate hazardous situations and safety concerns. When these challenges arise, Virtual and Augmented Reality can offer learning experiences to supplement the curriculum, and optimise the valuable time spent on location. This paper provides an overview of different pe
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Reports on the topic "Authentic learning experiences"

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Preston, Kimberley, Julie Risien, and Kari O'Connell. Authentic Research through Collaborative Learning (ARC-Learn): Undergraduate Research Experiences in Data Rich Arctic Science. Oregon State University, 2022. http://dx.doi.org/10.5399/osu/1156.

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This report serves the formative evaluation of ARC-Learn. The goal of this document is to support the use of evidence to inform programmatic changes and improvements for year two of the program, during which time Cohort One will complete its second year and Cohort Two will complete its first year of activities.
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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at e
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support
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