Authentic Tasks Online: A Synergy among Learner, Task, and Technology
Distance Education Volume 27, Number 2, ISSN 0158-7919
Fostering synergies amongst "learner," "task," and "technology" to create innovative and immersive distance learning environments runs counter to the widespread practice of incorporating traditional classroom pedagogical strategies into Web-based delivery of courses. The most widely accepted model of online higher education appears to be one of reductionism, whereby learning management systems facilitate the design of easily digested packets of information, usually assessed by discrete stand-alone tests and academic assignments. This article describes a model for the development of authentic tasks that can assist in designing environments of increased, rather than reduced, complexity. It provides a robust framework for the design of online courses, based on the work of theorists and researchers in situated learning and authentic learning. It describes the characteristics of a task's design that facilitates the requirements of an entire course of study being readily satisfied by its completion, where the students make the important decisions about why, how, and in what order they investigate a problem. The article describes several learning environments that were investigated in depth in the study, and explores the synergies that exist between the learners, tasks, and technology engaged in authentic learning settings. The article leads readers to a conceptual understanding of the role of authentic tasks in supporting knowledge construction and meaningful learning, and illustrates the principles of authentic task design for online learning environments. (Contains 6 figures and 1 table.)
Herrington, J., Reeves, T.C. & Oliver, R. (2006). Authentic Tasks Online: A Synergy among Learner, Task, and Technology. Distance Education, 27(2), 233-247.
Cited ByView References & Citations Map
Hatice Sancar, Mersin University, Turkey; Kursat Cagiltay, Middle East Technical University, Turkey
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 3927–3933
Ildeniz Ozverir, Eastern Mediterranean University, Cyprus
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 3226–3231
Julie Mackey, Ann McGrath & Niki Davis, University of Canterbury, New Zealand
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 452–456
Peter Albion, Faculty of Education, USQ, Australia
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1606–1612
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