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Developing Authentic e-Learning through Virtual Benchmarking PROCEEDINGS

, Central Ostrobothnia University of Applied Sciences, Finland ; , Häme University of Applied Sciences, Finland ; , Murdoch University, Australia

EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The implementation of authentic learning elements in 12 universities of applied sciences online courses is examined in this paper. The Virtual Benchmarking Project conducted at the Finnish Virtual University of Applied Sciences in 2008 used the elements of authentic learning developed by Herrington and Oliver (2000) as criteria to evaluate authenticity. Fourteen teachers in six benchmarking pairs applied these elements to compare practices and identify development challenges in their online teaching. The study results indicate the elements are implemented evenly in the examined data. Strongly realised elements were authentic context and tasks, while collaborative construction of knowledge, reflection, articulation and authentic assessment were implemented more weakly. Development challenges were identified, such as, increasing working life contacts and peer guidance, and the need for cross-collaboration of learners at various levels of expertise.

Citation

Leppisaari, I., Vainio, L. & Herrington, J. (2009). Developing Authentic e-Learning through Virtual Benchmarking. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2609-2618). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 17, 2018 from .

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Cited By

  1. How to Support Collaborative Knowledge Building through Authentic Assessment in Online Education?

    Hanna Teräs, Tampere University of Applied Sciences / School of Vocational Teacher Education, Finland; Irja Leppisaari, Central Ostrobothnia University of Applied Sciences, Finland; Marjatta Myllylä, Tampere University of Applied Sciences / School of Vocational Teacher Education, Finland; Leena Vainio, Hame University of Applied Sciences, Finland

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2410–2420

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