The use of emerging technologies for authentic learning: A South African study in higher education

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dc.contributor.authorBozalek, Vivienne
dc.contributor.authorGachago, Daniela
dc.contributor.authorAlexander, Lucy
dc.contributor.authorWatters, Kathy
dc.contributor.authorWood, Denise
dc.contributor.authorIvala, Eunice
dc.contributor.authorHerrington, Jan
dc.date.accessioned2014-08-04T07:39:18Z
dc.date.available2014-08-04T07:39:18Z
dc.date.issued2013
dc.description.abstractIt is now widely accepted that the transmission of disciplinary knowledge is insufficient to prepare students leaving higher education for the workplace. Authentic learning has been suggested as a way to bring the necessary complexity into learning to deal with challenges in professional practice after graduation. This study investigates how South African higher educators have used emerging technologies to achieve the characteristics of authentic learning. A survey was administered to a population of 265 higher educators in South Africa who self-identified as engaging with emerging technologies. From this survey, a sample of 21 respondentswere selected to further investigate their practice through in-depth interviewing using Herrington, Reeves and Oliver’s nine characteristics of authentic learning as a framework. Interrater analysis undertaken by five members of the research team revealed both consistencies and differences among the twenty one cases across the nine elements of authentic learning. The highest levels of authenticity were found for the elements authentic context and task, and the lowest for articulation. Furthermore, there was a moderate correlation identified between levels of authenticity and the role played by emerging technologies in achieving the authenticity, showing a potentially symbiotic relationship between them.en_US
dc.description.accreditationWeb of Scienceen_US
dc.identifier.citationBozalek, V., Gachago, D., Alexander, L., Watters, K., Wood, D., Ivala, E. & Herrington, J. (2013) The use of emerging technologies for authentic learning: A South African study in Higher Education, British Journal of Educational Technology, 44(4): 629-638en_US
dc.identifier.issn0007-1013
dc.identifier.urihttp://hdl.handle.net/10566/1147
dc.language.isoenen_US
dc.privacy.showsubmitterfalse
dc.publisherWiley-Blackwellen_US
dc.rightsThis is the authors' final draft following peer review. It may be displayed and circulated, subject to full acknowledgement of authors and source. The published item is copyright Wiley-Blackwell.
dc.source.urihttp://dx.doi.org/10.1111/bjet.12046
dc.status.ispeerreviewedtrue
dc.subjectAuthentic learningen_US
dc.subjectEmerging technologiesen_US
dc.subjectSouth Africaen_US
dc.subjectHigher educationen_US
dc.titleThe use of emerging technologies for authentic learning: A South African study in higher educationen_US
dc.typeArticleen_US

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