NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1377323
Record Type: Journal
Publication Date: 2023-Apr
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1042-1629
EISSN: EISSN-1556-6501
Impact of Using Authentic Online Learning Environments on Students' Perceived Employability
Martínez-Argüelles, María-Jesús; Plana-Erta, Dolors; Fitó-Bertran, Àngels
Educational Technology Research and Development, v71 n2 p605-627 Apr 2023
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.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A