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Authentic e-Learning in a Multicultural Context: Virtual Benchmarking Cases from Five Countries ARTICLE

, Central Ostrobothnia University of Applied Sciences, Finland ; , Murdoch University, Australia ; , HAMK University of Applied Sciences, Finland ; , Hanyang Cyber University, Korea (South)

Journal of Interactive Learning Research Volume 24, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Abstract: The implementation of authentic learning elements at education institutions in five countries, eight online courses in total, is examined in this paper. The International Virtual Benchmarking Project (2009-2010) applied the elements of authentic learning developed by Herrington and Oliver (2000) as criteria to evaluate authenticity. Twelve teachers in four benchmarking pairs applied these elements to compare practices and identify development challenges in their online courses. The results indicate multiple roles and perspectives and scaffolding were the most strongly implemented elements. Collaborative construction of knowledge was implemented weakly. Development challenges were identified, such as continuous evaluation in authentic assessment. The project raised teachers’ awareness of cultural background as a factor affecting views on authentic e-learning. Differences in the culture code of e-learning among Finland, Korea, Canada, Belgium and UK are items to consider when developing multicultural learning.Winner of Outstanding Paper Award at Global Learn 2011

Citation

Leppisaari, I., Herrington, J., Vainio, L. & Im, Y. (2013). Authentic e-Learning in a Multicultural Context: Virtual Benchmarking Cases from Five Countries. Journal of Interactive Learning Research, 24(1), 53-73. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

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