Analysis of the Last 10 Years of Articles and Theses on Authentic Learning: A Meta Analysis Study

Autor/in	Yildiz, Ezgi Pelin
Titel	Analysis of the Last 10 Years of Articles and Theses on Authentic Learning: A Meta Analysis Study
Quelle	In: African Educational Research Journal, 9 (2021) 2, S.505-514 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2354-2160
Schlagwörter	Bibliometrics; Authentic Learning; Meta Analysis; Educational Trends; Research Methodology; Databases; Publications + Suchen Sie Ihr Suchwort? Bibliometrie; Meta-analysis; Metaanalyse; Bildungsentwicklung; Research method; Forschungsmethode; Datenbank
Abstract	The aim of this research is to examine articles and thesis studies in the field of authentic learning approaches and applications in education in the last 10 years and to reveal the trends in this context. In the methodology part of the research, meta-analysis method was used. Meta-analysis studies refers to the critical review and integration of the findings of separate studies. For the purpose of the study, a total of 111 pieces of research, published between 2010 and 2021 and selected by purposeful sampling method were analyzed. Databases used in this research are Eric, IEEE Xplore, Ebsco, Springer, Science Direct, Scopus, Web of Sciences. Authentic learning approaches and applications in education throughout the world were examined under 16 criteria. These criteria were: "databases," "journal name," "year of publication," "country," "institute," "number of authors," "research area," "method," "education level," "number of sample," "data collection method," "number of references," "analysis techniques," "research trends." These data were interpreted based on percentage and frequency. As a result, authentic learning approaches and application are integrated in many fields such as ICT, engineering, network learning technology, nursing, curriculum and instruction, geography, medicine and more. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01