Implementing Authentic Tasks in Web-Based Learning Environments

Autor/inn/en	Woo, Younghee; Herrington, Jan; Agostinho, Shirley; Reeves, Thomas C.
Titel	Implementing Authentic Tasks in Web-Based Learning Environments
Quelle	In: EDUCAUSE Quarterly, 30 (2007) 3, S.36-43 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5324
Schlagwörter	Constructivism (Learning); Online Courses; Interaction; Internet; Student Centered Curriculum; Case Studies; Interviews; Task Analysis; Cooperation; Interpersonal Communication; Peer Relationship; Group Activities; Teacher Attitudes + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Interaktion; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Aufgabenanalyse; Co-operation; Kooperation; Interpersonale Kommunikation; Peer-Beziehungen; Gruppenaktivität; Lehrerverhalten
Abstract	The use of authentic tasks is derived from social constructivist principles of locating learning in the context of reality. Authentic tasks can foster learning transfer because collaboration among students not only helps them learn the concepts under discussion, but also exemplifies how these concepts are used in real-world contexts. To achieve a challenging authentic task, students must interact--sharing their thoughts, relating their ideas to past experiences, collaborating with their peers, actively constructing their own meaning, and incorporating the diverse perspectives of others. Social constructivists believe learning can be enhanced through these types of interaction. According to the theoretical principles of social constructivism, well-designed and well-operated courses focused on authentic activities should meet the expectations of meaningful interaction that contribute to student growth and learning. This article presents two Web-based learning case studies on using authentic tasks. The instructors who designed and managed these two courses offer several suggestions for implementation of authentic tasks in online courses. The information presented here pulls from an analysis of the transcripts of the discussion board postings and chat room exchanges in the two courses and on in-depth interviews with the two Australian instructors and with seven students who participated in the courses. (Contains 1 table and 31 endnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10