Improving Learners’ Experiences Through Authentic Learning in a Technology-Rich Classroom

Bhagat, Kaushal Kumar; Huang, Ronghuai

doi:10.1007/978-981-10-5930-8_1

Cited by 14 publications

(9 citation statements)

References 31 publications

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“…Active learning approaches such as inquiry learning, problem-solving and discussion method and think-pair-share activities offer an opportunity for deeper understanding, thereby allowing students to learn the process of approaching a problem, applying equations and learning from their mistakes through reflection on their learning from different perspectives. Moreover, the prevalence of technology use by students makes a compelling case for faculty to use technologies that enable students to actively construct new knowledge through interactive engagement activities designed to promote conceptual understanding, thinking and reasoning skills (Bhagat & Huang, 2018;Nicol, Owens, Le Coze, MacIntyre, & Eastwood, 2017). Hence, active learning takes place through meaningful activities where a student is able to make connections to previous knowledge and apply this new knowledge to those activities.…”

Section: Active Learningmentioning

confidence: 99%

Development and validation of an instrument to measure students’ perceptions of technology-enabled active learning

Shroff

Ting

Lam

2019

AJET

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This article reports on the design, development, and validation of a new instrument, the Technology-Enabled Active Learning Inventory (TEAL), to measure students’ perceptions of active learning in a technology-enabled learning context. By laying the theoretical foundation, a conceptual framework for technology-enabled active learning was developed. The conceptual framework formed the basis of the instrument development process including the design, development and validation of TEAL to measure students’ perceptions of active learning in a technology-enabled learning context. The self-reporting questionnaire consisted of four scales: interactive engagement, problem-solving skills, interest and feedback. All scales were assessed on a 7-point Likert scale. The survey items were designed to measure the four aspects of technology-enabled active learning and were verified by two panels using a formalised card sorting procedure as well as confirmatory factor analysis of a small-scale (n = 61) pilot survey. The TEAL questionnaire demonstrated internal consistency. Reliability as measured by Cronbach’s coefficient alpha ranged from 0.83 to 0.88 indicating good reliability and internal consistency of the items. The resultant instrument is a valid and reliable instrument that can be used in future research to gather and represent data on students’ perceptions of active learning in a technology-enabled learning context.

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Section: Active Learningmentioning

confidence: 99%

Development and validation of an instrument to measure students’ perceptions of technology-enabled active learning

Shroff

Ting

Lam

2019

AJET

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“…Esto implica una diferencia fundamental en el punto de vista. La mayoría de las investigaciones latinoamericanas de introducción a la anatomía 3D, dan por sentado que el software por sí mismo representa una mejora en el rendimiento del estudiante [20][21][22] ignorando los estudios en ciencias cognitivas que evidenciaron desorientación en rotaciones no controladas [24][25][26][27][28][29] .…”

Section: Discussionunclassified

“…Se presenta una clasificación general de algunas experiencias recientes en tres grupos (para una revisión exhaustiva ver Preim y Saalfeld 19 ), según el marco teórico y metodología. Algunas de ellas, enmarcadas dentro del constructivismo social, utilizan abordajes desde la cognición situada, el aprendizaje basado en problemas y la investigación acción, con una visión marcadamente positiva respecto de la inclusión de tecnología como modo de acercamiento a la práctica, para relacionar los conceptos teóricos con las situaciones reales [20][21][22] . Un segundo grupo lo constituyen las investigaciones que comparan la percepción de los estudiantes respecto de los distintos materiales utilizados en la enseñanza de anatomía, por ejemplo, comparan materiales tradicionales y nuevas tecnologías 14,23 .…”

Section: Abstract: 3d Applications; Human Anatomy Learning; Collabora...unclassified

Percepción del uso de aplicaciones 3D de anatomía humana en estudiantes de Kinesiología

D’Angelo¹,

Airasca²

2022

Inv Ed Med

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Introducción: En una universidad privada se propusieron algunas estrategias para disminuir los niveles de deserción en el ciclo introductorio, mediante innovaciones en asignaturas con elevado número de contenidos que evidencian un bajo rendimiento académico. Se propuso incluir el uso de aplicaciones 3D para el aprendizaje de anatomía humana en una Licenciatura de Kinesiología y Fisiatría, con una estrategia pedagógica colaborativa basada en recomendaciones internacionales para aplicaciones de anatomía 3D educativas –tales como el uso de planos canónicos y referencias de orientación espacial– y en sugerencias para el aprendizaje colaborativo. Objetivo: Explorar la percepción de un grupo de estudiantes de kinesiología en relación a dos aplicaciones 3D para el aprendizaje de anatomía humana mediante una estrategia pedagógica colaborativa y metacognitiva. Método: Estudio exploratorio. Cuestionario TAM de aceptación de tecnología a través de Google Forms a 60 estudiantes de ciclo básico de Kinesiología y Fisiatría. Las variables principales son la facilidad de uso y la utilidad percibidas. Resultados: Los resultados de la encuesta indicaron una alta aceptación general de ambas aplicaciones. La utilidad percibida es favorable en un 82% y muy favorable en un 18%. La facilidad de uso percibida es favorable en un 72% y desfavorable en un 28%. Se mostró cierta preferencia por Visible Body en la encuesta de opinión (83.33% vs 16.67%). Conclusiones: La percepción general es positiva para la manipulación de la aplicación con la estrategia mencionada. Dada la alta probabilidad de uso futuro, es viable realizar nuevos estudios para investigar la relación entre el aprendizaje de conceptos anatómicos y el uso de aplicaciones 3D.

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“…However, why they need to know these formulas and how to use them to solve real life problems are rarely addressed. As Bhagat and Huang (2018) assert, the memorized knowledge/information does not last long in learners" minds, because it is not related or connected to their real lives. Similarly, undergraduate students are expected to perform mostly abstract performances and activities that are not contextualized or connected to any real-life situation (Lebow & Wager, 1994) since several undergraduate courses encourage individual effort and cognitive achievement rather than collaborative learning experiences.…”

Section: Introductionmentioning

confidence: 99%

“…To encourage students to think and reflect connections between what they learn in school and their lives outside of school should be made. To do this, authentic learning experiences can be provided to enable students to learn new information in their original contexts using of discussion, examination, and the production of authentic materials and stories collaboratively (Bhagat & Huang, 2018).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of authentic performance tasks: The case of a special education course

Uluçınar

Di̇nç

2021

JPR

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Designed as participatory action research, this study aims to develop authentic tasks as assessment and evaluation activities in an undergraduate special education course, and to examine the impact of these tasks on students" experiences, viewpoints and feelings during the implementation processes. The study group was comprised of 205 student teachers collaboratively working in groups. The participants prepared forty separate mini research projects in relation to special education and students with special needs. Research data was collected through collective research diaries, in which the participants reflected their experiences, thoughts and feelings in relation to the performance tasks they took part in. A qualitative content analysis was carried out to examine the available data, which was accompanied by constant comparative analysis procedures to ensure the reliability of the analysis processes. The research findings show that authentic performance tasks improve student teachers' professional development, help them to enhance their repertoire on research, methodology and science process skills, and develop their skills of self-confidence, self-efficacy, communication, interaction and the use of technology. The results indicate that the performance tasks are fun, innovative, motivating and educative for the participants. Therefore, they have living experiences contributing to them from various aspects.

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Improving Learners’ Experiences Through Authentic Learning in a Technology-Rich Classroom

Cited by 14 publications

References 31 publications

Development and validation of an instrument to measure students’ perceptions of technology-enabled active learning

Development and validation of an instrument to measure students’ perceptions of technology-enabled active learning

Percepción del uso de aplicaciones 3D de anatomía humana en estudiantes de Kinesiología

Effectiveness of authentic performance tasks: The case of a special education course

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