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The digitalization and globalization of society and the corresponding impact on the rules of the labor market is shifting the education sector toward new pedagogical approaches that integrate wholly online methodologies. Sustainable Development Goal 4 advocates for inclusive and equitable quality education that promotes lifelong learning opportunities, and, as we have seen during the COVID-19 lockdown, online learning can play a key role. In a context where lifelong learning becomes crucial to maintaining graduates’ employability, the innovative teaching methodologies that promote employable competencies in online environments are especially desirable. With the purpose of improving the employability of students, this article analyses the impact of introducing the Authentic Learning Scenarios (ALS) paradigm in an online environment. We develop a quasi-experimental design. Based on the nine ALS criteria and their application to e-learning, we redesign a course in a business degree program. Data from 135 students were collected, with special focus on achieving general competences. We compare the perception of the competency profile attained between a group of students who took the course before incorporating the ALS paradigm and another group that took it once it had been redesigned. Results show that redesigning the course enables students to perceive the learning process as more authentic, as well as acquiring a more advanced competence profile. Besides this, it has been shown that technology can contribute to building cognitive authenticity in virtual classrooms, without the need for face-to-face internships, which are often not a feasible option for students of online programs.

An online authentic learning environment (OnALE) is proposed in this study to facilitate students’ learning of inferential statistics in a real-life context. The efficacy of the OnALE, in comparison to the conventional approach relative to the students’ performance, was explored. Respondents from the experimental group were purposively selected to complete the Perception Questionnaire regarding the features of the OnALE. The Analysis of Covariance (ANCOVA) on the post-test scores using prior knowledge scores as covariate disclosed a significant variance in the post-test scores between control and experimental groups (F (1, 74) = 10.924, p < 0.05, partial η2 = 0.129), with the experimental group displaying a higher mean score. Outcomes from the Perception Questionnaire revealed that all respondents at least agreed that each authentic learning characteristic in the OnALE facilitated their learning. The highest and the lowest rated characteristics were Collaboration and Multiple Roles and Perspectives, respectively. The framework of the OnALE characteristics for varying levels of students’ performance unveiled the combinations of authentic learning characteristics beneficial to students from different performing groups. This framework functions as a guideline for statistics educators and learning designers to provide an effective online learning environment.

In this study, we proposed an augmented reality- (AR-) based mobile touring system for an authentic learning activity, which enables students to observe and learn key information regarding cultural heritage sites. To evaluate the effectiveness of the proposed system, we conducted an experiment in a cultural heritage course at a Taiwanese university. A total of 72 students were divided into two groups and randomly assigned to an experimental group who learned with the AR-based mobile touring system and a control group who learned with a conventional mobile touring system. The experimental results show that the AR-based mobile touring system significantly improved the students’ memorising dimension of learning achievement, as compared with a conventional mobile touring system. Moreover, the positive impact of the proposed system on students’ actualised interest and task-based interest factors provide a particularly encouraging result for outdoor experiences. These experimental results also suggest the potential of AR technology to increase students’ learning interest and improve their learning achievements in outdoor settings. Therefore, we suggest that, when applying an AR-based mobile touring system in authentic learning activities, AR virtual objects should be designed appropriately, in order that the content recall performance and learning interest are enhanced. Implications for practice or policy: Teachers may need to consider using an AR-based mobile touring system for outdoor learning activities. First-year student learning achievements and interest can be improved by an AR-based mobile touring system. First-year student learning performance and interest can be improved by AR technology. The usefulness of AR technology can be proved through a comparison of experimental designs.

This paper explores the changes in student’s level of achievement and per-ception towards authentic learning environment based on visual thinking elements. The three elements in visual thinking continuum are visual thinking, visual learning and visual communication. This research is a quan-titative design involving quantitative and qualitative data. Research instru-ments included pre and post achievement tests, and a questionnaire on stu-dent’s perception towards visualization level. There are 29 samples students, from teacher training first degree program in one of Malaysian public univer-sities. The research data were analyzed by inferential and descriptive statisti-cal analysis. Research findings through paired-sample t-test showed that there is a significant difference between scores of mean for the pre-test and post-test (p< 0.05) and shows positive student’s perception towards authen-tic learning environment. All students have experienced positive growth in their level of visualization through authentic learning environment activities which based on visual thinking elements. Therefore, it can be concluded that the visual-based website has helped to enhance the students’ performance and visualization levels.

The COVID-19 pandemic demanded pedagogical transformation that could engage Chinese English learners in a technology-mediated authentic language learning environment, which in turn challenged learners to develop both self-directed and collaborative learning skills in order to achieve meaningful learning. To understand students’ meaningful online English learning, this study surveyed 529 Chinese university students on their perceptions of authentic language learning (AULL), self-directed learning (SDL), collaborative learning (CL), and their English self-efficacy (ESE) during the online learning period of the COVID-19 pandemic. The validation findings indicated that the survey possessed satisfactory validity and internal consistency. Survey results revealed Chinese university students’ meaningful language learning with technology in an online English course during the COVID-19 pandemic. Structural equation modelling (SEM) unveiled the interconnected relationships among AULL, SDL, CL, and students’ ESE. More importantly, the mediating effects of SDL and CL offered a deeper understanding of language learners’ meaningful online learning process. Results can inform educators about the importance of structuring authentic language learning with SDL and CL for both online and face-to-face learning beyond the pandemic.

We describe the integration of telecollaborative language coaching sessions into an online Spanish program as the unifying thread for asynchronous learning and reflection activities. In survey responses, students reported improved language skills and cultural knowledge, and the ability to apply linguistic skills to “real-life” situations due to their virtual interactions with native speakers. The importance of authentic learning experiences in online language courses and online courses in other disciplines is discussed.

Model-based inquiry, inquiry-based learning, and phenomenon are all popular terms in K–12 science education right now. Science education in our public education system is rapidly changing due to the implementation of the Next Generation Science Standards (NGSS). These standards ask teachers to move away from direct instruction to having students develop their understanding of the natural world through guided-learning activities. Under NGSS, students are expected to develop this understanding through one of the main scientific practices, model building, which requires a complex, real-world phenomenon to drive the learning experience. Phenomena work best in the classroom when they apply to students' lives and pique their interest. Finding such phenomena can be hard – especially finding ones that have not already been thoroughly explained on the internet. A great way to find a complex, real-world phenomenon that will interest students is to partner with a local research lab to bring part of their research project into the classroom. This article lays out a process for bringing a local research project into the classroom and designing NGSS-aligned curricula around this project to create a more authentic learning experience for high school students.

Responding to a call to create an authentic learning environment where instructional design students find meaning in what is being designed, we asked student design teams to respond to: give us something to react to and make it rich. Student designers took stock in, reacted to, and reflected on rich external representations, for three class projects in different instructional design classes. Following specific definitions of rich external representations and elements of context, our study aimed to answer the question: in what ways did student designers take stock in, react to, and reflect on their rich external representations in an authentic learning environment? Student designers openly interpreted their external representations, received information from their external representations, and stimulated a reflective conversation, which sparked an iterative design process. The instructor was an active participant who observed firsthand the progress of each design and, ultimately, the final design interventions. We conclude that constructing an authentic learning environment where students interacted with external representations drove design processes that resulted in feasible and effective interventions.

Simulation-based learning offers a wide range of opportunities to practice complex skills in higher education and to implement different types of scaffolding to facilitate effective learning. This meta-analysis includes 145 empirical studies and investigates the effectiveness of different scaffolding types and technology in simulation-based learning environments to facilitate complex skills. The simulations had a large positive overall effect: g = 0.85, SE = 0.08; CIs [0.69, 1.02]. Technology use and scaffolding had positive effects on learning. Learners with high prior knowledge benefited more from reflection phases; learners with low prior knowledge learned better when supported by examples. Findings were robust across different higher education domains (e.g., medical and teacher education, management). We conclude that (1) simulations are among the most effective means to facilitate learning of complex skills across domains and (2) different scaffolding types can facilitate simulation-based learning during different phases of the development of knowledge and skills.