Harness a Simple Design to Make Authentic Learning Moments Visible
A Design-Based Research Study in Clinical Reasoning
Bibliographic Data
| ID | 22048655 |
|---|---|
| Authors | Kelly Galvin (0009-0006-3301-104X, Swinburne University of Technology, corresponding author), Louise Townsin (0000-0002-2212-1626, Torrens University Australia, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 12 |
| Pages | 1679 |
| Publication date | 2025-12-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15121679 |
| OpenAlex | W4417279675 |
| Language | EN |
| References cited | 33 |
There is a growing demand for digital innovation to facilitate authentic communication during the learning experience at Australian Universities. Student’s communication is considered ‘authentic’ in various ways, from using discipline-specific professional language to expressing personal values through honest self-reflection. Enhancing authentic rational decision-making during social learning online is one priority area now available for students developing clinical reasoning skills. Using a Design-based Research (DBR) methodological framework, 34 students, 26 educators, and 5 learning designers from Torrens University Australia provided iterative feedback on the development and implementation of a simple digital decision wheel tool, aimed at supporting independent and collaborative decision-making. Three DBR phases were implemented, encompassing an initial pilot and development stage with 3 subjects, and two subsequent phases with an additional 17 subjects that were incorporated using a decision wheel tool for independent and problem-based learning. Data were generated through 44 semi-structured interviews and 20 focus groups across twenty undergraduate subjects delivered in various learning modes across five 12-week DBR action cycles. Reflexive thematic analysis and bounded rationality theory guided analysis. Outputs reveal that a simple digital tool contributed positively to making authentic learning moments visible and promoted inclusive and formative dialogue. Benefits included development of psychological authenticity when preparing to make authentic industry decisions. The initiative aligns with broader educational goals for resourcing and developing tools to scaffold a ‘critical pause’ before articulating authentic thinking when engaging with humans and machines
Action research · Authentic assessment · Authentic learning · Design-based research · Educational technology · Faculty Development · Focus group · Formative assessment · Reflexivity · Thematic analysis · Clinical Reasoning and Diagnostic Skills · Innovations in Medical Education · Problem and Project Based Learning
Conducting Educational Design Research
Design Research in Education
APA handbook of research methods in psychology, Vol 2
Bounded Rationality and Organizational Learning
The impact of generative AI on higher education learning and teaching
Thematic Analysis
Online Delivery and Assessment during Covid-19
Why authenticity matters
Will generative AI replace teachers in higher education? A study of teacher and student perceptions
To saturate or not to saturate? Questioning data saturation as a useful concept for thematic analysis and sample-size rationales
Generalizability in qualitative research
Authentic assessment
From authentic assessment to authenticity in assessment
Developing evaluative judgement for a time of generative artificial intelligence
Validity matters more than cheating
Reporting guidelines for qualitative research
| Citation velocity | historical |
|---|---|
| Highly cited | No |