You are here:

Designing Authentic Learning Activities to Train Pre-Service Teachers About Teaching Online
ARTICLE

, Old Dominion University ; , Ohio University ; , Old Dominion University

IRRODL Volume 18, Number 7, ISSN 1492-3831 Publisher: Athabasca University Press

Full Text

Abstract

Online learning is increasingly being used in K-12 learning environments. A concomitant trend is found towards learning becoming authentic as students learn with tasks that are connected to real-world occupations. In this study, 48 pre-service teachers use an online environment to engage in authentic practice as they developed online learning experiences for their future students. Using a design-based research methodology, the researchers were involved in planning, designing, implementing, and evaluating the higher education class across two macro cycles. An authentic learning framework was utilized in the development of the class. Findings explicate the design of the course and how it aligned to the authentic learning framework. It appears that web-based tools were beneficial as the pre-service teachers designed their own K-12 online classes. Findings show that the pre-service teachers' comfort increased when using the using online web building applications in the authentic environment. Furthermore, a high level of engagement in reflective and collaborative learning was uncovered during the activities. This research acts as a springboard for educators who are interested in designing online higher education courses incorporating authentic learning experiences.

Citation

Luo, T., Murray, A. & Crompton, H. (2017). Designing Authentic Learning Activities to Train Pre-Service Teachers About Teaching Online. The International Review of Research in Open and Distributed Learning, 18(7),. Athabasca University Press. Retrieved August 17, 2022 from .

References

View References & Citations Map
  1. Amory, A. (2014). Toll-mediated authentic learning in an educational technology course: A designbased innovation. Interactive Learning Environments, 22(4), 497-513.
  2. Archambault, L., Debruler, K., & Friedhoff, J.R. (2014). K-12 online and blended teacher licensure:
  3. Behizadeh, N., & Fink, L.S. (2015). Engaging students through authentic and effective literacy instruction. Voices from the Middle, 23(1), 40-50.
  4. Bjekic, D., Krneta, R., & Milosevic, D. (2010). Teacher education from e-learner to e-teacher: Master curriculum. Turkish Online Journal of Educational Technology 9(1), 202-212.
  5. Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
  6. Cusworth, R., & Whiting, P. (1994). Beginning teachers’ attitudes to preservice training. Paper
  7. Florida, R., Kaimal, G., Oblinger, D., & Blessing. L. (2003). How generations X and Y (Millenials) will
  8. Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48.
  9. Herrington, J., Oliver, R., & Reeves, T.C. (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 19(1), 59-71.
  10. Holotescu, C. & Grosseck, G. (2009). Using microblogging in education. Case study: Cirip.ro. Paper
  11. Kreber, C., Klampfleitner, M., McCune, V., Bayne, S., & Knottenbelt. (2007). What do you mean by
  12. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
  13. Liu, F., & Cavanaugh, C. (2011). High enrolment course success factors in virtual school: Factors influencing student academic achievement. International Journal on E-Learning, 10(4), 393418.
  14. Luo, T., & Gao, F. (2012). Enhancing classroom learning experience by providing structures to microblogging-based activities. Journal of Information Technology Education, 11, 199-211.
  15. Martens, R.L., Gulikers, J., & Bastiaens, T. (2004). The impact of intrinsic motivation on e-learning in authentic computer tasks. Journal of Computer Assisted Learning, 20(5), 368-376.
  16. Middleton, J., Gorard, S., Taylor, C., & Bannan-Ritland, B. (2008). The "complete "design experiment: from soup to nuts. In A.E. Kelly, R.A. Lesh, & J.Y. Baek (Eds.), Handbook of
  17. Slavkin, M.L. (2004). Authentic learning: How learning about the brain can shape the development of students. Toronto: ScarecrowEducation.
  18. Snape, P., & Fox-Turnbull, W. (2013). Perspectives of authenticity: Implementation in technology education. International Journal of Technology and Design Education, 23(1), 51-68.
  19. Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research& Evaluation, 7(17). Retrieved from http://PAREonline.net/getvn.asp?v=7&n=17
  20. Teräs, H., Teräs, M., & Herrington, J. (2012). A reality check: Taking authentic e-learning from design to implementation. In T. Amiel& B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, 2012 (pp. 2219-2228).

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Links