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

Autor/inn/en	Leppisaari, Irja; Herrington, Jan; Vainio, Leena; Im, Yeonwook
Titel	Authentic e-Learning in a Multicultural Context: Virtual Benchmarking Cases from Five Countries
Quelle	In: Journal of Interactive Learning Research, 24 (2013) 1, S.53-73 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1093-023X
Schlagwörter	Multicultural Education; Benchmarking; Online Courses; Scaffolding (Teaching Technique); Teacher Role; Teaching Methods; Teacher Collaboration; Student Diversity; Technology Uses in Education; Educational Technology; Cultural Differences; Foreign Countries; Peer Evaluation; College Faculty; Thinking Skills; Problem Solving; Evaluation Methods; Program Evaluation; Curriculum Development; Models; Knowledge Level; Reflection; Coaching (Performance); Belgium; Canada; Finland; South Korea; United Kingdom + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Online course; Online-Kurs; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Kultureller Unterschied; Ausland; Fakultät; Denkfähigkeit; Problemlösen; Programme evaluation; Programmevaluation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Analogiemodell; Wissensbasis; Belgien; Kanada; Finnland; Korea; Republik; Großbritannien
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. (Contains 1 table.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10