Engaged Learning: Making Learning an Authentic Experience

Impact of sustained professional development in STEM on outcome measures in a diverse urban district

“…PBLs comprise many aspects and a variety of content combinations. 1 In addition, research has shown that students learn better when they are engaged in meaningful activities (Fortus, Krajcik, Dershimer, Marx, & Mamlok-Naaman, 2005;Hancock & Betts, 2002) that produce authentic artifacts (Hung, Tan, & Koh, 2006). Accordingly, using real-world problems within PBLs makes knowledge more relevant for students and increases the transfer of skills and information from the school setting to the real world (Bransford, Brown, & Cockling, 2000;Colburn, 1998;Curtis, 2001;Satchwell & Loepp, 2002), thus promoting life-long learning (Dunlap, 2005).…”

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

“…(Bonwell & Eison, 1991, p. 2) Higher education "an educational process where high levels of learning interactions and mental involvement are initiated by the learner." (Ren et al, 2015, p. 6) Engineering According to Hung, Tan, and Koh (2006), active learning is the process of learning whereby learners are accountable for their own as well as one another's learning and by which the learners are "actively developing thinking/learning strategies and constantly formulating new ideas and refining them through their conversational exchanges with others" (p. 30). A key essential element of active learning is to actively engage students in deeper learning by fostering their ability to create new knowledge and apply the acquired knowledge and skills by demonstrating well-developed judgement and responsibility as learners (Ní Raghallaigh & Cunniffe, 2013).…”

Forensic science and student mobility programs in the Indo-Pacific region: Unveiling the potential of an international and intercultural project in forensic science education

“…Edelson et al (1999) outline the importance of authentic learning as "authentic activities provide learners with the motivation to acquire new knowledge, a perspective for incorporating new knowledge into their existing knowledge and an opportunity to apply their knowledge". Hung, Tan, and Koh (2006) explain that authentic learning allows engaged students 1) learn in spite of an ill-defined problem, 2) experience uncertainties as well as the social nature of science, 3) enables learning to be driven by demand to apply current knowledge, 4) obtain experience in a community setting in which practices, knowledge, resources and discourses are ultimately shared, and 5) to draw on the expertise of their pairs and advisors in area which they need to develop. Field-based simulated scenarios providing hands-on learning and were to be a core component of the #BreakingBarriers project to provide students with valuable authentic experience.…”