AACE Conference 2010Malaysia

Authentic, contextualized, and real-world learning in online environment

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Goal of the study

To investigate whether incorporating authentic and contextualized instruction methods in online courses replicates real world learning for students.

The study examines the achievement scores and the quality of projects submitted by the undergraduate students from a college in upstate New York.

The study compares the learning outcomes after employing two different pedagogical methods in an online environment. During the first eight weeks the instruction relies on a

reading list of suggested references. During the second eight weeks the instruction leverages

learning technology and interactive instruction styles. The study hopes to establish significant results in terms of

student satisfaction and quality learning outcomes.

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Introduction

With the advent of the World Wide Web, technology has become an inseparable component of education.

Students’ time and travel constraints have made online learning increasingly important.

Effective teaching in an asynchronous environment follows a systematic process that is built upon a strong foundation of course design and development.

It is also important that course goals and objectives not only set a level of expectations for the learners but also help them stay on track. Therefore, course design and planning must consider

such aspects as motivation, relevance, retention, and retrieval.

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Framework of the study

Honebein (1996) suggests seven principles for designing a constructivist learning environments: Provide experience with the knowledge construction

process; Provide experience in and appreciation for multiple

perspectives; Embed learning in realistic and relevant contexts; Encourage ownership and voice in the learning process; Embed learning in social experience; Encourage the use of multiple modes of representation; Encourage self-awareness in the knowledge construction

process. (p.11)

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Focus of the study

By employing authentic contexts and tasks, and providing opportunities to showcase multiple perspectives and student opinions, online courses too can offer real world experience. In addition, by fostering collaboration and free expression,

as well as by engaging students in service learning opportunities course instructors can even go beyond meeting the stated course objectives.

Researchers including Brown, Collins, & Duguid, 1989; Collins, Brown, & Newman, (1989); and McLellan, (1996); Cobb & Bowers, (1999) suggest that the university teaching and learning styles must align with the way learning is achieved in a real-life setting . As such, they support an emphasis on the freedom to

express and share ideas within a community of learners to help students explore beyond the defined course material in order to achieve the desired learning goals and objectives. .

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Focus of the study

In this study, students are provided with a variety of choices such as individual projects, community service projects, group projects, volunteering, internships, and service learning opportunities.

Students study the suggested reading materials and other resources both inside and outside the courseware; and have a choice to submit their assignments in an active and collaborative manner. In addition, students get an opportunity to apply and experiment with the knowledge gained in the class in a real world environment.

Community based project – Students at work (Roof Project)

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The Course employed for the study

In doing so, the investigator plans to embed creative pedagogical methods in the design, development and delivery of an online undergraduate course titled “Ecology, Adaptation, and Sustainable Development.” The study seeks to develop a

blueprint for designing courses that can accommodate different student learning styles using a host of pedagogical tools and technology that are available outside a typical courseware.

The topics in the course is sensitive and thought – provoking. Students get a comprehensive view of human ecology, biological and cultural adaptation and sustainable development.

The overarching goal is to help the students develop a hands-on experiential learning opportunity within the course.

Service based project – Cleaning public spaces

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The study

The study follows students in the Ecology, Adaptation and Sustainable Development course in a semester. The students participate in a 16 week long semester. In their

first eight weeks, students follow the usual text book reading and complete the written assignments based upon the suggested readings.

The same set of students follows a different teaching and learning strategy in the next eight weeks.

The projects and related assignments promote active learning and interaction with the course content. This also supports Swan’s theory of social presence, cognitive presence and teaching presence that help to bring about the development of the Community of Inquiry approach in online learning (2004).

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Findings

The study compares student achievement scores from the two eight week modules using paired T- Test. The test confirms statistically significant difference in the achievement scores of the students. The results further validate that teaching methods using creative,

authentic and contextualized course design benefit the online learners and student outcomes. Results of the study are summarized in Tables 1 – 3.

Table 1: Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 A2 348.13 16 21.046 5.261

A1 297.81 16 19.491 4.873

Findings

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Table 2: Paired Samples Correlations

N Correlation Sig.

Pair 1 A2 & A1 16 .631 .009

Table 3: Paired Samples Test

Paired Differences

t df Sig. (2-tailed)Mean Std. Deviation Std. Error Mean

95% Confidence Interval of

the Difference

Lower Upper

Pair 1 A2 -

A1

50.313 17.461 4.365 41.008 59.617 11.526 15 .000

Note: A1= Average scores from modules using conventional instructional methods; A2 = Average scores from modules using creative, authentic and contextualized course design

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The Limitations

The population considered is limited to a small number of participants since the size of the class after student withdrawals and drop outs was 16.

Extraneous variables such as the age and gender were not considered during the test.

A limitation of the study might be in the form of assignments, or the reliability of the scores from assignments being administered.

The internal validity of the study may also be threatened by a selection-history.

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Student Reviews

The project assignments also drew upon Newmann and Wehlage (1993) and Newmann and Archbald (1992) who suggest that the knowledge gained must have connectedness and must be transferred beyond the classroom out to the real world. These observations are echoed in comments received from students in the course. One student wrote, “it been a tremendous time with this

course thus far and in regards to general ecological sustainability and I must confess that the real world applicability of the material is incredible.” .

By using a structured interactive environment and by providing a context for community engagement and service learning the course also met the goal of promoting higher order thinking. This is reflected in student comments. For example, one student said “ I definitely agree that

learning from first hand experience is the best way to learn and remember material.”

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Student Reviews

The instructor playing different roles throughout the course such as a subject matter expert and a facilitator while helping students as when required to progress at all times. One of the students added, “appreciate your inspiration in

your suggestions and I think it has acted on me as a sort of call to action, and the opportunity for doing something practical.”

Another student wrote, “we are able to interact with the community and understand the issues of your community, the project ideas and hands-on work is the best way to learn.”

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Conclusion

The project work encourages students to produce original work that exhibit the application of knowledge gained from the course rather than just researching and reproducing. The course helps to transform superficial understanding to actual knowledge and provides foundation for further synthesis.

The tasks allocated in the course promote problem-solving skills and high-order thinking.

The institutions and universities must design courses including innovative and real world learning as they prepare students to accommodate the demands of the workforce and must employ authentic tasks not only to achieve better learning outcomes but also to equip necessary tools to fit into the professional requirement.

Helping students to be informed and

responsible global citizens

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References

Cobb, P., & Bowers, J. (1999). Cognitive and situated learning perspectives intheory and practice. Educational Researcher, 28(2), 4-15.

Collins, A., Brown, J.S., & Newman, S.E. (1989). Cognitive apprenticeship:Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning and instruction: Essays in honour of Robert Glaser (pp. 453-494). Hillsdale, NJ: LEA.

Honebein, P. (1996). Seven goals for the design of Constructivist learning environments. In B. Wilson, Constructivist learning environments. New Jersey: Educational Technology Publications.

Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.

Newmann, F.M., & Archbald, D.A. (1992). The nature of authentic academic achievement. In H. Berlak, F.M. Newmann, E. Adams, D.A. Archbald, T. Burgess, J. Raven & T.A. Romberg (Eds.), Toward a new science of educational testing and assessment (pp. 71-84). Albany, NY: State University of New York Press.

Newmann, F.M., & Wehlage, G. (1993). Five standards of authentic instruction. Educational Leadership, 50(7), 8-12.

Swan. K, (2004). Relationships between interactions and learning. Retrieved March 02, http://sloan-c.org/publications/books/pdf/interactions.pdf. .