Strengthening the ties between theory and practice in higher education
An Investigation Into Different Levels of Authenticity and Processes of Re- And De-Contextualisation
Bibliographic Data
| ID | 4097191 |
|---|---|
| Authors | Slaviša Radović (0000-0001-8840-6053, Open University of the Netherlands, corresponding author), Olga Firssova (0000-0001-7336-5252, Open University of the Netherlands), Hans G K Hummel (0000-0002-3579-749X, Open University of the Netherlands), Marjan Vermeulen (0000-0001-8084-7217, Open University of the Netherlands) |
| Year | 2021 |
| Volume | 46 |
| Issue | 12 |
| Pages | 2710-2725 |
| Publication date | 2021-12-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2020.1767053 |
| OpenAlex | W3026709707 |
| Language | EN |
| Citations received | 15 |
| References cited | 40 |
Although many attempts have been made to clarify how academic knowledge can be used in practice, there are not many empirical results that shed light on the process of developing academic knowledge from practical experience. The aim of this study is to examine to what extent an authentic learning environment supports master students in both processes of re and de-contextualisation. We used a qualitative and quantitative research method to evaluate the impact of learning environments that differed on the level of authenticity (less and more authentic). Participants described both learning environments as being instructive and realistic. We found strong correlations between motivation for learning, perception of authenticity and perception of experiential learning. Results suggest that more authenticity seems to (1) facilitate experiential learning, and (2) strengthen the ties between theory and practical learning experience. Additional implications for including reflective and collaborative elements to further support learning are discussed
Empirical research · Epistemology · Experiential learning · Higher education · Pedagogy · Perception · Qualitative research · Social science · Sociology · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology · Reflective Practices in Education
Exploring How an Experiential Learning Program Shapes Management Students’ Knowledge and Awareness About Water Conservation
Transforming knowledge through practice
Becoming an Expert Teacher
Multiple aspects of simulation facilitators’ role in higher education
Features of Experiential Learning Environments in Relation to Generic Learning Outcomes in Higher Education
Simulated Learning Environments as an Interdisciplinary Option for Vocational Training
Forms of synchronous hybrid learning spaces in higher education – A type-building qualitative content analysis
Relevant, practical and connected to the real world
Higher education students' experiences and opinion about distance learning during the Covid‐19 pandemic
Creating authenticity in simulation-based learning scenarios in teacher education
The case of socially constructed knowledge through online collaborative reflection
Master’s students’ attitudes towards research-informed educational practice
Authenticity work in higher education learning environments
The networked student
Country-branded universities
Relationships of Knowledge and Practice
Cronbach’s Coefficient Alpha
An instructional design framework for authentic learning environments
A five-dimensional framework for authentic assessment
The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education
The mARC instructional design model for more experiential learning in higher education
Establishing the critical elements that determine authentic assessment
Authentic assessment
Linking practice to theory in teacher education
When theory meets practice
Authentic assessment of teaching in context
Linking Theory and Practice
Intrinsic and Extrinsic Motivations
Situated Cognition and the Culture of Learning
| Citations per year | 3 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |