Authentic E-Learning in Higher Education: Design Principles for Authentic Learning Environments and Tasks PROCEEDINGS
Jan Herrington, University of Wollongong, Australia
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA Publisher: AACE, Chesapeake, VA
With many learners failing to engage with didactic and outmoded instructional methods, and unwilling to use technology that simply replicates the one-way transfer of information from teacher to student, authentic learning designs have the potential to improve student engagement and educational outcomes. This paper argues that online technologies afford the design and creation of truly innovative authentic learning environments. The theoretical foundations of this approach are strong, and they are also explored, together with discussion of the importance of tasks as the focus of authentic activities. Finally, the case is made for a more comprehensive approach to investigating the effectiveness of authentic learning environments through design-based research.
Herrington, J. (2006). Authentic E-Learning in Higher Education: Design Principles for Authentic Learning Environments and Tasks. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 3164-3173). Chesapeake, VA: AACE. Retrieved March 12, 2014 from http://www.editlib.org/p/24193.
© 2006 AACE