Impact of Using Authentic Online Learning Environments on Students' Perceived Employability

Autor/inn/en	Martínez-Argüelles, María-Jesús; Plana-Erta, Dolors; Fitó-Bertran, Àngels
Titel	Impact of Using Authentic Online Learning Environments on Students' Perceived Employability
Quelle	In: Educational Technology Research and Development, 71 (2023) 2, S.605-627 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Plana-Erta, Dolors)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-022-10171-3
Schlagwörter	College Students; Employment Potential; Student Attitudes; Authentic Learning; Electronic Learning; Lifelong Learning; Instructional Design; Learning Processes; Instructional Effectiveness; Curriculum Development + Suchen Sie Ihr Suchwort? Collegestudent; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Schülerverhalten; Life-long learning; Lebenslanges Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Learning process; Lernprozess; Unterrichtserfolg; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	The digitalization and globalization of society and the corresponding impact on the rules of the labor market is shifting the education sector toward new pedagogical approaches that integrate wholly online methodologies. Sustainable Development Goal 4 advocates for inclusive and equitable quality education that promotes lifelong learning opportunities, and, as we have seen during the COVID-19 lockdown, online learning can play a key role. In a context where lifelong learning becomes crucial to maintaining graduates' employability, the innovative teaching methodologies that promote employable competencies in online environments are especially desirable. With the purpose of improving the employability of students, this article analyses the impact of introducing the Authentic Learning Scenarios (ALS) paradigm in an online environment. We develop a quasi-experimental design. Based on the nine ALS criteria and their application to e-learning, we redesign a course in a business degree program. Data from 135 students were collected, with special focus on achieving general competences. We compare the perception of the competency profile attained between a group of students who took the course before incorporating the ALS paradigm and another group that took it once it had been redesigned. Results show that redesigning the course enables students to perceive the learning process as more authentic, as well as acquiring a more advanced competence profile. Besides this, it has been shown that technology can contribute to building cognitive authenticity in virtual classrooms, without the need for face-to-face internships, which are often not a feasible option for students of online programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01