Authentic Learning Experience: Subtle but Useful Ways to Provide It in Practice

Autor/in	Watagodakumbura, Chandana
Titel	Authentic Learning Experience: Subtle but Useful Ways to Provide It in Practice
Quelle	In: Contemporary Issues in Education Research, 6 (2013) 3, S.299-304 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-5847
Schlagwörter	Learning Experience; Learner Engagement; Learning Motivation; Constructivism (Learning); Concept Formation; Questioning Techniques; Lecture Method; Teaching Methods; Alignment (Education); Student Characteristics; Learning Processes; Thinking Skills; Student Evaluation + Suchen Sie Ihr Suchwort? Lernerfahrung; Motivation for studies; Lernmotivation; Concept learning; Begriffsbildung; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Denkfähigkeit; Schulnote; Studentische Bewertung
Abstract	Authentic learning is conceptualised as an individualised experience learners undergo fulfilling their unique psychological as well as neurological needs. It provides a deep, more lasting experience and ideally assessed through generic attributes that are related to individual learners' intrinsic characteristics, spanning throughout the life. Question-based lecture delivery, as author identified, is a promising methodology to engage learner in an authentic learning experience. By forming the lecture as a series of questions, it essentially has a dialectic approach to teaching. Further this methodology provides a good pace for concept delivery allowing learners to engage in constructing meaning. Additionally, it allows aligning teaching to assessment tasks more appropriately, improving the reliability of assessment. Another practice that helps authentic learning, as highlighted in this paper, is only elaborating the most important concepts or material related to a study area, within the limited time available, and thereby, in the assessment as well. This contrasts from the notion that teacher has to mention every single fact in the study area in front of the learners, possibly directing learners to strategic approaches to learning. The time factor in relation to assessment components is also an important issue, as some learners may be disadvantaged if time is not allocated with careful thought. The significance of generalised, or higher-order, learning in an authentic learning framework is presented, as the knowledge gained through this way is likely to last longer in learners' memory and at the same time, more useful to them in a generic way, or in day to day situations. Such practices also inherently motivate learners to engage in a deep learning process. We further emphasise on motivating students by relating any study area or material to more generic processes we find in daily lives so that students get the notion of what they learn will be useful to them in future in a generic way, but not necessarily in a specific career. Use of practical work only in support of enhancing understanding of an abstract theory presented, but not otherwise, is also highlighted in promoting authentic learning experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01