Patterns of engagement in authentic online learning environments

Herrington, Jan; Oliver, Ron; Reeves, Thomas C.

doi:10.14742/ajet.1701

Cited by 354 publications

(328 citation statements)

References 12 publications

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“…The first mode is scenarios requiring learners to notice key factors in a specified situation, elucidate them by means of theoretical concepts of the course, and plan, write and revise a report for an intended audience for a prescribed purpose (Herrington, Oliver, & Reeves, 2003;Wiggins, 1992).…”

Section: Reportsmentioning

confidence: 99%

Authentic Assessment Design in Accounting Courses: A Literature Review

2018

Proceedings of the 2018 InSITE Conference

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] Authentic assessments offer students the opportunity to develop skills that implement the formal learning they receive in the classroom. Although there is a need for accounting graduates to possess a plethora of skills to equip them for success, there is a shortage of literature which focuses on authentic assessment design for accounting courses. This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments Background: This paper reviews examples of authentic assessments that are available and have been used by accounting educators and educators in general. It highlights the skills that might be developed with each assessment Methodology: A review of literature on authentic assessment design and examples of authentic assessments like portfolios, reflective journals, presentations, reports peer and self-assessment was conducted. Contribution: This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments. Findings: Authentic assessments are a form of learning. They help graduates develop skills and attribute that will make them work-ready and capable of handling a lot of real life practical work situations. Recommendations for Practitioners: Accounting educators may find guidelines in this paper which will help them understand authentic assessments and enlighten them on the challenges they may encounter when implementing the assessments Recommendation for Researchers: There is a need for future researchers to contribute more to this topic so as to increase the variety and amount of literature available for those wishing to engage with authentic curriculum design in accounting. Impact on Society: This paper may also be of use to prospective employers wishing to gain a clear understanding of the skills inherent in prospective graduates who may have been exposed to authentic assessments. Accounting students and graduates may find this paper useful as it will help them comprehend the importance of some the assessments with the backing and assurance from the literature. Future Research: Future research may focus on the challenges in implementing authentic assessments. It would also be great to see more research addressing the perceptions of educators towards authentic assessments.

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Section: Reportsmentioning

confidence: 99%

Authentic Assessment Design in Accounting Courses: A Literature Review

2018

Proceedings of the 2018 InSITE Conference

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“…One could argue that students should be allowed to attempt to pronounce the word first, and the tutor can then confirm or correct the pronunciation. Allowing students to make mistakes leads them into a correction cycle which increases the time exposure to material, which may yield better recall rates (a theory supported by Herrington et al [9]). …”

Section: Intervention Strategiesmentioning

confidence: 99%

Multimodal Affect Recognition in Intelligent Tutoring Systems

Banda

Robinson

2011

Affective Computing and Intelligent Interaction

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Abstract. This paper concerns the multimodal inference of complex mental states in the intelligent tutoring domain. The research aim is to provide intervention strategies in response to a detected mental state, with the goal being to keep the student in a positive affect realm to maximize learning potential. The research follows an ethnographic approach in the determination of affective states that naturally occur between students and computers. The multimodal inference component will be evaluated from video and audio recordings taken during classroom sessions. Further experiments will be conducted to evaluate the affect component and educational impact of the intelligent tutor.

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“…14,7]. Correspondingly within the domain of educational technology, learner engagement, enjoyment and experiences have become complementary design considerations to learning efficacy [16,12,9].…”

Section: Efficacy Pedagogy Reconsideredmentioning

confidence: 99%