Abstract:

Authentic learning experiences put students in a problem-solving environment which is close to the future professional context where they will be working in the future [1]. Incorporating this type of learning in curriculum design in higher education allows students to develop the complex knowledge structures related to an uncertain environment in a progressive way, with the support of their academic or professional tutors [2]. Notwithstanding the difficulties and barriers in its implementation, if properly managed and assessed along the way, it may be a positive experience for students and teachers [3]. Our research presents the results of an authentic learning project for undergraduate students, in a business to business (B2B) context, more specifically the case of the Information Technology (IT) cluster in Aveiro. The project was implemented between October 2021 and January 2022 with 93 undergraduate students from second and third year of the Bachelor in Marketing and Bachelor in Finance at University of Aveiro, which developed strategic plans and marketing plans for 20 companies belonging to the IT cluster in Aveiro. In November 2021, students had an initial presentation of the IT cluster by a director of the IT association Inovaria and then they interacted with firm representatives and made visits to some of the firms. Till January 2022, they developed their work with tutorial support from the four teachers involved in the project. End of January, they presented their works to the representatives of Inovaria and companies they studied. Benefits overseeded the barriers, yet some students would have preferred working with firms they could choose themselves and others could have preferred more clarity and certainty in the work to be developed, or a more regular follow up with representatives from the firms to get more data and ensure they were on the right track.

References:
[1] Chiu, P. S., Pu, Y. H., Kao, C. C., Wu, T. T., & Huang, Y. M. (2018). An authentic learning based evaluation method for mobile learning in Higher Education. Innovations in Education and Teaching International, 55(3), 336-347. <Go to ISI>://CCC:000437195300011
[2] Meyers, N. M., & Nulty, D. D. (2009). How to use (five) curriculum design principles to align authentic learning environments, assessment, students’ approaches to thinking and learning outcomes. Assessment & Evaluation in Higher Education, 34(5), 565-577. https://doi.org/10.1080/02602930802226502
[3] Stein, S. J., Isaacs, G., & Andrews, T. (2004). Incorporating authentic learning experiences within a university course. Studies in Higher Education, 29(2), 239-258. https://doi.org/10.1080/0307507042000190813

Keywords:

Authentic learning, problem and project-based learning, pedagogical education, learning by doing.