Virtually Authentic: Graduate Students' Perspective Changes toward Authentic Learning While Collaborating in a Virtual World

Autor/inn/en	Han, Songhee; Resta, Paul E.
Titel	Virtually Authentic: Graduate Students' Perspective Changes toward Authentic Learning While Collaborating in a Virtual World
Quelle	In: Online Learning, 24 (2020) 4, S.5-27 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5749
Schlagwörter	Graduate Students; Student Attitudes; Attitude Change; Authentic Learning; Virtual Classrooms; Online Courses; Simulated Environment; Cooperative Learning; Teamwork; Communities of Practice; International Cooperation; Instructional Design; Educational Technology; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Attitudinal change; Einstellungsänderung; Online course; Online-Kurs; Künstliche Umwelt; Kooperatives Lernen; Community; Internationale Kooperation; Internationale Zusammenarbeit; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Ausland
Abstract	This qualitative case study investigates graduate students' perspective changes apropos their crossnational collaborative learning experience while participating in an online teaching and learning course jointly taught by graduate schools in the United States and Israel. The participants met virtually, on a weekly basis between November and December 2018, on a platform called "Second Life," to design and participate in collaborative learning activities. On completion of the course, interviews were conducted with a small sample of student-participants regarding their experiences. During the design phase, participants' dominant perceptions of their learning experiences were characterized by genuine "excitement" at the novelty of collaborating virtually with colleagues on the other side of the world. Their initial perceptions evolved during the participation phase to realization as learning communities emerged and students' roles expanded beyond the scope of mere participants. In this study, the authors argue that participants' construction of new knowledge resulted in authentic learning from the standpoints of social constructivism and online collaborative learning theory and further discuss the factors that enabled the participants' authentic learning experience. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01