Authentic Activity as a Model for Appropriate Learning Activity: Implications for Emerging Instructional Technologies

Lebow, David G.; Wager, Walter

doi:10.21432/t2tg89

Cited by 27 publications

(48 citation statements)

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“…Authentic learning as a learning design takes many forms and has been shown to have many benefits for learners, especially for those students in online units and courses (Lebow & Wager, 1994). In authentic learning settings, real-life authentic tasks are used to create the core of the learning environment, and the completion of the tasks effectively occupies the entire student commitment for the course.…”

Section: Characteristics Of Authentic Activitiesmentioning

confidence: 99%

“…For example, Jonassen (1991) defined authentic activities as tasks: that have real-world relevance and utility, that integrate those tasks across the curriculum, that provide appropriate levels of complexity and that allow students to select appropriate levels of difficulty or involvement. Similarly, Bransford, Vye, Kinzer and Risko (1990), Young (1993), Lebow and Wager (1994) and Savery and Duffy (1996) among others have nominated criteria of authentic activities.…”

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confidence: 99%

“…Authentic tasks have real-world relevance: Activities match as nearly as possible the real-world tasks of professionals in practice rather than decontextualized or classroom-based tasks (e.g., Brown, Collins & Duguid, 1989;Cognition and Technology Group at Vanderbilt, 1990a;Jonassen, 1991;Lebow & Wager, 1994;Oliver & Omari, 1999;Resnick, 1987;Winn, 1993). 2.…”

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Authentic Tasks Online: A synergy among learner, task, and technology

2006

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Fostering the synergy among learner, task and technology to create innovative and immersive distance learning environments runs counter to the widespread practice of incorporating traditional classroom pedagogical strategies into web-based delivery of courses. The most widely accepted model of online higher education appears to be one of reductionism, whereby learning management systems facilitate the design of easily digested packets of information, usually assessed by discrete stand-alone tests and academic assignments. This paper describes a model of authentic tasks that can assist in designing environments of increased rather than reduced complexity. It provides a robust framework for the design of online courses, based on the work of theorists and researchers in situated learning and authentic learning. It describes the characteristics of a task's design that facilitates the requirements of an entire course of study being readily satisfied by its completion, where the students make the important decisions about why, how, and in what order they investigate a problem. The paper describes several learning environments that were investigated in depth in the study and explores the synergies that exist between the learners, tasks and technology engaged in authentic learning settings. The paper leads readers to a conceptual understanding of the role of authentic tasks in supporting knowledge construction and meaningful learning, and illustrates the principles of authentic task design for online learning environments. Authentic Tasks Online 2A synergistic view of teaching and learning synergy: the working together of two or more things, people, or organizations, especially when the result is greater than the sum of their individual effects or capabilities.

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Section: Characteristics Of Authentic Activitiesmentioning

confidence: 99%

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confidence: 99%

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Authentic Tasks Online: A synergy among learner, task, and technology

2006

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“…• Authentic activities provide the opportunity to collaborate: Collaboration is integral to the task, both within the course and the real world, rather than achievable by an individual learner (e.g., Lebow & Wager, 1994). …”

Section: Authentic Activitiesmentioning

confidence: 99%

Representing authentic learning designs supporting the development of online communities of learners

Oliver

Herrington

et al. 2007

JLD

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“…Such tasks help learners develop authentic learning experiences through activities that emulate reallife problems and take place in an authentic learning environment (Roblyer & Edwards, 2000). Authentic learning activities can take many different forms and have been shown to provide many benefits for online learners (Lebow & Wager, 1994). For example, authentic tasks offer the opportunity to examine the task from different perspectives using a variety of available online resources.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Time-on-Task, Behavior Experiences, and Performance in Two Online Courses with Different Authentic Learning Tasks

Park

2017

IRRODL

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This paper reports the findings of a comparative analysis of online learner behavioral interactions, timeon-task, attendance, and performance at different points throughout a semester (beginning, during, and end) based on two online courses: one course offering authentic discussion-based learning activities and the other course offering authentic design/development-based learning activities. Web log data were collected to determine the number of learner behavioral interactions with the Moodle learning management system (LMS), the number of behavioral interactions with peers, the time-on-task for weekly tasks, and the recorded attendance. Student performance on weekly tasks was also collected from the course data.Behavioral interactions with the Moodle LMS included resource viewing activities and uploading/downloading file activities. Behavioral interactions with peers included discussion postings, discussion responses, and discussion viewing activities. A series of Mann-Whitney tests were conducted to compare the two types of behavioral interactions between the two courses. Additionally, each student's behavioral interactions were visually presented to show the pattern of their interactions. The results indicated that, at the beginning of the semester, students who were involved in authentic design/development-based learning activities showed a significantly higher number of behavioral interactions with the Moodle LMS than did students involved in authentic discussion-based learning activities. However, in the middle of the semester, students engaged in authentic discussion-based learning activities showed a significantly higher number of behavioral interactions with peers than did students involved in authentic design/development-based learning activities. Additionally, students who were given authentic design/development-based learning activities received higher performance scores both during the semester and at the end of the semester and they showed overall higher performance scores than Analysis of Time-on-Task, Behavior Experiences, and Performance in Two Online Courses with Different Authentic Learning Tasks Park 214 students who were given authentic discussion-based learning activities. No differences were found between the two groups with respect to time-on-task or attendance.

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Authentic Activity as a Model for Appropriate Learning Activity: Implications for Emerging Instructional Technologies

Cited by 27 publications

References 0 publications

Authentic Tasks Online: A synergy among learner, task, and technology

Authentic Tasks Online: A synergy among learner, task, and technology

Representing authentic learning designs supporting the development of online communities of learners

Analysis of Time-on-Task, Behavior Experiences, and Performance in Two Online Courses with Different Authentic Learning Tasks

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