Social media has been used as an instructional tool for authentic learning in order to enable adaptability through experimentation and action rather than passive listening and regurgitation. The problem addressed in this study is that it is not known how English composition students’ perceptions of authentic learning are impacted by the use of online social media as instructional tools. Authentic learning is characterized by multiple elements, including collaboration, reflection, and communication. The purpose of this quantitative study was to determine the perceptions of undergraduate 1st year freshmen composition students using social media as instructional tools, across 9 elements of authentic learning. Bandura’s social cognitive theory and Siemens’ theory of connectivism guided this research study:. Research questions were used to examine the relationship that exist across undergraduate freshman composition students' perceptions using social media (i.e., Facebook and Twitter) as instructional tools of the 9 elements of authentic learning. A previously validated survey instrument aligned to Herrington and Oliver’s authentic learning framework was used to collect data from 50 students and then analyzed using a Pearson product correlation. Data showed multiple statistical significances and revealed that students perceived that social media provided them opportunities to collaborate, reflect, and articulate authentically when it was used as an instructional tool. The results from this study may contribute to social change by providing insight into whether or not universities should support faculty who want to use social media as an authentic learning strategy with college students.

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This study investigated whether participation in the Partnership for Research and Education in Plants (PREP), a long-term authentic plant research project, in conjunction with explicit verses implicit instruction can change high school students' conceptions of the nature of science (NOS). The participants included a total of 134 students comprised of three groups from 10 total classes over the course of two academic years. Participants in four classes (two each year) participated in PREP and received explicit instruction on NOS. Participants in four other classes (two each year) participated in PREP and received implicit only instruction on NOS. Additionally, two classes (one each year) of high-achieving freshmen participated in PREP and received explicit instruction on NOS. This third group was used as a comparative group to the other two groups, due to their high achievement in middle school math and science. The treatment for all three groups spanned 8 weeks and included participation in an authentic plant research project. An open-ended questionnaire (modified Views of Nature of Science - VNOS), in conjunction with semi-structured interviews, was used to assess students' conceptions before and after the intervention. Results showed that all three groups improved their conceptions of NOS equally. The high-achieving group began with significantly higher-scoring views prior to the completion of the intervention, and improved to the same degree as the other two groups. A comparison of the explicit group to the implicit only group showed that there was no significant difference in their improvement, as both groups improved equally. Implications for the teaching and learning of NOS are discussed.

A rubric was used to determine the frequency of college-readiness practices of Problem Solving, Authentic Learning, and Collaborative Learning present in Advanced Placement Calculus and English syllabi. Chi square tests were conducted and determined Problem Solving, Authentic Learning, and Collaborative Learning were found significantly more often in the English syllabi than in the Calculus syllabi. Problem Solving and its subcomponents understanding the problem and strategizing, as well as the Collaborative Learning subcomponent dialogue, were found in the English syllabi more than in the Calculus syllabi. The Collaborative Learning subcomponent reciprocal teaching was found more frequently in the English Literature and Composition syllabi while peer review was found most often in English Language and Composition syllabi and not analyzed for its presence in the Calculus syllabi. No significant differences were found between subjects for the Problem Solving subcomponent hypothesizing, Authentic Learning or any of its subcomponents, nor the Collaborative Learning subcomponents using out of class time for study group learning or group projects.

In the 21st century employers put a higher value than ever before on the interpersonal and thinking competencies of employees such as skills of teamwork, problem solving, and communi-cation, and the capability of creativity as the most important abilities (A. Herrington & J. Her-rington, 2006; Ramsden, 2003). Based on some of these learning theories, J. Herrington and Oliver (2000) further developed an authentic learning framework (p. 30). In this study, I re-ferred to their framework to build a rationale for my research design. The elements of critical thinking, problem solving, and collaboration, expressed in this authentic learning framework, are the core concepts in my study.<p> My past teaching experiences in China sparked my interest in the study because I wit-nessed an inconsistency between teaching practices in higher education and the needs of students in schools and workplaces. Further, my learning experiences in Canada as a full-time student deepened my research interest. Thus, I devised the purpose of my study to probe the perceptions of professors in the University of Saskatchewan about their philosophies and practices with re-spect to their undergraduate teaching. I wanted to examine the perceptions of their teaching re-garding the authentic learning process in terms of critical thinking, problem solving, and collabo-ration. My study was a qualitative case study and I used semi-structured interviews to collect the data from six participants with diverse backgrounds from three different disciplines.<p> I organized the findings of the data in the following categories: Understanding of Authentic Learning (which provides the introduction to understanding the authentic learning process); themes of Context, Diversity of Perspectives, and Relationship; and the special theme of Dinas Belief Construction. There were similarities and variations emerging from the data. The varied backgrounds of participants such as their discipline, class size, teaching level, and administrative position appeared to exert influence on the participants perceptions of their teaching. Most of the differences occurred within themes of context and relationship. Apart from the pre-existent features, personal belief was another factor that might be seen to have led to some different perceptions.<p> The data findings provided a foundation to address the level of consistency between the findings and the literature. The discrepancy between my research findings and literature primarily consisted of the conflicting perceptions of teaching practices in relation to collaboration and problem solving. Collaboration was an important area in the literature but the participants per-ceptions of their teaching practices concerning collaboration varied. The adoption of technology in the teaching of my participants (e.g., the use of the Internet and video) was an unexpected finding in my study. Most participants described that the blending of technology in their teaching practices reinforced the cultivation of critical thinking, problem solving, and collaboration.<p> Some implications rendered from the discussions are noteworthy for future research. In the belief construction, Dina (2007) described how implicit and explicit beliefs steered students thinking, transformed their behaviors, and eventually enhanced students abilities in critical thinking, problem solving, and collaboration. From the constructivist perspective, Dina and Mary (2007) viewed learning as a process of constructing the understanding of diverse contexts in a community. Some teaching practices described by the participants were the special features of a particular discipline. Technology was a new focus in much of the literature of the past 10 years, which was closely linked with real life and collaboration nowadays. In addition, I found that each component of authentic learning (i.e., critical thinking, problem solving, and collabora-tion) deserved further exploration in the future. Although some deficiencies existed, I learned how to design a qualitative case study and these research experiences will become valuable ref-erences for my future research.

In the 21st century employers put a higher value than ever before on the interpersonal and thinking competencies of employees such as skills of teamwork, problem solving, and communi-cation, and the capability of creativity as the most important abilities (A. Herrington & J. Her-rington, 2006; Ramsden, 2003). Based on some of these learning theories, J. Herrington and Oliver (2000) further developed an authentic learning framework (p. 30). In this study, I re-ferred to their framework to build a rationale for my research design. The elements of critical thinking, problem solving, and collaboration, expressed in this authentic learning framework, are the core concepts in my study.<p> My past teaching experiences in China sparked my interest in the study because I wit-nessed an inconsistency between teaching practices in higher education and the needs of students in schools and workplaces. Further, my learning experiences in Canada as a full-time student deepened my research interest. Thus, I devised the purpose of my study to probe the perceptions of professors in the University of Saskatchewan about their philosophies and practices with re-spect to their undergraduate teaching. I wanted to examine the perceptions of their teaching re-garding the authentic learning process in terms of critical thinking, problem solving, and collabo-ration. My study was a qualitative case study and I used semi-structured interviews to collect the data from six participants with diverse backgrounds from three different disciplines.<p> I organized the findings of the data in the following categories: Understanding of Authentic Learning (which provides the introduction to understanding the authentic learning process); themes of Context, Diversity of Perspectives, and Relationship; and the special theme of Dinas Belief Construction. There were similarities and variations emerging from the data. The varied backgrounds of participants such as their discipline, class size, teaching level, and administrative position appeared to exert influence on the participants perceptions of their teaching. Most of the differences occurred within themes of context and relationship. Apart from the pre-existent features, personal belief was another factor that might be seen to have led to some different perceptions.<p> The data findings provided a foundation to address the level of consistency between the findings and the literature. The discrepancy between my research findings and literature primarily consisted of the conflicting perceptions of teaching practices in relation to collaboration and problem solving. Collaboration was an important area in the literature but the participants per-ceptions of their teaching practices concerning collaboration varied. The adoption of technology in the teaching of my participants (e.g., the use of the Internet and video) was an unexpected finding in my study. Most participants described that the blending of technology in their teaching practices reinforced the cultivation of critical thinking, problem solving, and collaboration.<p> Some implications rendered from the discussions are noteworthy for future research. In the belief construction, Dina (2007) described how implicit and explicit beliefs steered students thinking, transformed their behaviors, and eventually enhanced students abilities in critical thinking, problem solving, and collaboration. From the constructivist perspective, Dina and Mary (2007) viewed learning as a process of constructing the understanding of diverse contexts in a community. Some teaching practices described by the participants were the special features of a particular discipline. Technology was a new focus in much of the literature of the past 10 years, which was closely linked with real life and collaboration nowadays. In addition, I found that each component of authentic learning (i.e., critical thinking, problem solving, and collabora-tion) deserved further exploration in the future. Although some deficiencies existed, I learned how to design a qualitative case study and these research experiences will become valuable ref-erences for my future research.

For many learners the school system works. Skills and knowledge are learned, social relationships are formed, and positive self-esteem and self-image as a learner lead to accomplishments such as a secondary school diplomas, opportunities for further education, and futures filled with a litany of choices. For others diplomas are not forthcoming, nor are futures bright with hope and opportunity. Schools in Ontario have struggled to develop engaging and meaningful programs for these other students; students identified as “at-risk” of not successfully completing secondary school. Making up nearly 30% of the secondary school population (King, 2004), these students struggle or fail to meet curriculum expectations often resulting in missed opportunities for the development of a solid framework for life-long learning. Educators grapple with the question of how to support at-risk students in classrooms and schools. This study provides an often overlooked perspective to the existing literature on pedagogy, curriculum, and programming for at-risk students; that of the learner. It gives a voice to at-risk students and offers educators and policy makers insights into how at-risk students experience learning, how they feel they learn best, what they need from their school setting, and what they identify as meaningful to their lives and their learning. Listening to the voices of at-risk students provides an authentic perspective of how to best serve at-risk students. This thesis tells the story of four at-risk students (key informants) in an alternative educational setting. In addition, one educational assistant, identified by key informants, provided information about the setting and further insights into key informants’ engagement in the curriculum and their learning. This study reveals stories of at-risk learners and what they see as relevant and necessary for active engagement with school and learning. / Thesis (Master, Education) -- Queen's University, 2009-04-24 18:54:45.539

Mot bakgrunden att matematikresultaten sjunker i svensk skola är det viktigt att lärare använder metoder som bygger på evidensbaserad forskning. Denna systematiska litteraturstudie syftar till att bilda en djupare förståelse för utomhusmatematik genom att undersöka lärares och elevers attityder till metoden, samt om utomhusmatematik finner vetenskapligt stöd och kan rekommenderas som undervisningsmetod. Studiens resultat visar att både elever och lärare överlag ser positivt på utomhusmatematik då metoden bidrar till ett autentiskt lärande. Många lärares uppfattningar är att utomhusmatematik gynnar de yngre eleverna och att geometri och statistik är de delar av matematiken som är lämpligast att ta med utomhus. Utomhusmatematik motsäger kursmålen i alla länder där forskning på temat genomförts och metoden har svagt vetenskapligt stöd, då för få evidensbaserade studier på området utförts. / Against the background in which mathematics performances in Swedish schools is dropping, it is important that teachers use methods based on evidence-based research. This systematic literature review aims to provide a deeper understanding on outdoor mathematics by examining teachers' and students' attitudes towards this method, as well as on how outdoor mathematics has scientific support and is recommended as a teaching method. The results of this study demonstrate that both students and teachers generally welcome outdoor mathematics as a method that contributes to authentic learning. Many teachers' view was that outdoor mathematics favours the younger students and that geometry and statistics were the parts of mathematics that suited best to bring outside. Outdoor mathematics contradicts course objectives in all countries where research on the topic is conducted and the method has limited scientific support.

<p> A student’s education should be reflective of the innovative and progressive nature of the professional world. While innovation was previously viewed as an economic driver or technological concept in the 20th century, modern times have innovation permeating into all branches of society, intending to seek and develop new knowledge and ideas across any academic and professional disciplines. With this inclusion of innovation in all aspects of society, students should be provided educational opportunities to develop innovation capabilities, skills, and mindsets that can better prepare them for the professional world as well as for making both societal and personal impact. Innovation-focused education has been positioned to aid in 1) developing social responsibility in students, 2) fostering innovative behaviors that can benefit the organizations in which students become part of in their future, 3) empowering students to pursue their own personal ventures, and 4) enhancing the economy of a nation. And, using a transdisciplinary approach to teaching innovation, can be one approach to bridge, or even break down, the silos that exist within modern higher education—creating a more authentic community of practice to nourish student learning and their innovative ideas. Researchers have found that innovation capabilities are not typically a by-product of traditional comprehensive education and without specific curriculum to cultivate innovation practices among students across majors, many may be missing out on valuable knowledge and skillsets. Addressing this concern, an undergraduate model at Purdue University has been developed to provide students with the time, resources, and opportunities to enhance their innovation capabilities through co-teaching and co-learning from faculty and students from differing academic units/colleges. This model brings together the disciplinary lenses from three different colleges, including engineering technology, business management, and liberal arts. Engaging students in a transdisciplinary, authentic learning experience across these academic units can allow them to form a community of practice by working on innovation projects over multiple semesters within an engaged network of faculty, peers, and mentors from a variety of disciplines. However, as this model is implemented there is a need to better understand how this collaborative approach to teaching innovation influences undergraduate learning. Therefore, this study 1) examined student perceptions of this innovation education model related to its co-teaching and co-learning pedagogical approach as well as 2) analyzed the influence of this model on student innovation skills (i.e., <em>integrative learning</em>, <em>teamwork</em>, and <em>problem solving</em>). To do so, data was collected from Likert-style prompts and open-ended survey responses and semi-structured interviews and analyzed using thematic coding and a non-parametric Wilcoxon signed-rank test. The results of this analysis revealed 1) working in teams is a necessary evil for many students, 2) cross-college collaboration enhances brainstorming and ideation in general, 3) a collaborative, transdisciplinary setting for learning allows for the application of prior knowledge, and 4) multiple instructors allowed for a greater range of feedback throughout the design process, among other findings in regard to student perceptions of the collaborative teaching and learning model. In addition, the results indicated that there was a statistically significant difference in the students’ perceptions of their innovation capabilities related to all sub-constructs of both <em>integrative learning</em> and <em>problem solving</em>, while students’ perceptions of their abilities relating to <em>teamwork</em> were less consistent. Leveraging these results, discussions around best ways to implement a similar model of teaching in other contexts, the benefits students identified from working collaboratively with individuals outside of their academic unit, and optimal strategies for developing this model have been brought to life. Also, aligning to the data collected in this study, recommendations for educational practice, such as consistency between instructors, alternative strategies for using a similar model in a different time-span, and students identified issues and potential solutions have been provided as well as continued needs for future research. All of this information is positioned to help inform future innovation education research, identifying benefits and drawbacks of the collaborative form of teaching and learning, and analyzing students’ self-perceptions of the skills they developed. Hopefully, this information will be valuable as more institutions look toward transforming teaching and learning practices to provide more engaging, cross-college models that enhance the value of the learning experiences they provide to students on their campuses.  </p>

The field practicum is designed to offer students the opportunity to integrate knowledge and practice prior to graduation; however, students continue to lack the ability to connect theory to practice within the field practicum. The purpose of this qualitative case study was to explore the beliefs, attitudes, and perspectives of social work students regarding the application of theory to practice within the field practicum. The conceptual framework included concepts of empowerment, empowerment theory, and social constructivism. The research question addressed how social work students at a local university described the issues related to connecting theory to practice within the field practicum. Data collection involved interviews with 6 social work practicum students, observations, and document analysis. Data were coded and analyzed to identify 4 themes: learned theories, concerns, theory to practice, and student beliefs related to theory and practice. Findings confirmed students' inability to connect theory to practice. Findings were used to develop a project incorporating simulated learning environments in social work curricula to increase the connection of theory to practice. Findings may be used to enhance students' ability to integrate theory into practice, which may strengthen the profession of social work through improved service delivery at local, state, national, and global levels.