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Authentic Learning: My Reflective Journey With Postgraduates

Authentic Learning: My Reflective Journey With Postgraduates Authentic learning is well documented in the education literature, whether drawing upon the dimensions of social capital in which student learning is enhanced through partnerships and group learning or the teacher acting as facilitator. What does this all mean in practice? This reflective article observes a number of practical learning points that embrace the principles of authentic learning as described by the author when making a series of changes to a tourism postgraduate course. This article highlights the role of formalizing incremental learning as a feedback mechanism for nonclassroom learning, which includes the importance of variety in assignments to stimulate creative and critical skills. This article creates a sense of authentic learning through action research, which encompasses a student's construction and negotiation of knowledge, shows how the role of the teacher is that of a facilitator rather than a formal teacher, and finally, presents the difficulties students encounter engaging with this learning approach. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal Of Teaching In Travel & Tourism Taylor & Francis

Authentic Learning: My Reflective Journey With Postgraduates

Journal Of Teaching In Travel & Tourism , Volume 12 (3): 17 – Jul 1, 2012
17 pages

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References (28)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1531-3239
eISSN
1531-3220
DOI
10.1080/15313220.2012.704258
Publisher site
See Article on Publisher Site

Abstract

Authentic learning is well documented in the education literature, whether drawing upon the dimensions of social capital in which student learning is enhanced through partnerships and group learning or the teacher acting as facilitator. What does this all mean in practice? This reflective article observes a number of practical learning points that embrace the principles of authentic learning as described by the author when making a series of changes to a tourism postgraduate course. This article highlights the role of formalizing incremental learning as a feedback mechanism for nonclassroom learning, which includes the importance of variety in assignments to stimulate creative and critical skills. This article creates a sense of authentic learning through action research, which encompasses a student's construction and negotiation of knowledge, shows how the role of the teacher is that of a facilitator rather than a formal teacher, and finally, presents the difficulties students encounter engaging with this learning approach.

Journal

Journal Of Teaching In Travel & TourismTaylor & Francis

Published: Jul 1, 2012

Keywords: authenticity; scenario planning; problem-based learning; futures; tourism

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