Abstract:

Current research still shows that many graduates today are ill-equipped with problem-solving and collaboration skills needed to meet the demands of the IT industries. This mismatch has prompted many educators to seek new ways to inculcate the appropriate skills and knowledge into the students in order to meet the rising expectations of the IT society.

According to research, there are six characteristics of today’s learning environment:
1) Investigate through inquiry,
2) Create, where students design and produce their own product,
3) Present through the display and sharing of the product,
4) Interact, where students take part in active learning,
5) Exchange, where students collaborate and work together to reach their goals, and
6) Develop, where students engage in self-reflection and improvement.

Project-based learning, or PjBL, has been shown in research to be effective in cultivating 21st century skills in students. Project Based Learning (PjBL) espouses that students learn better when engaged in a social and collaborative effort, where discussion and debate results in improvement of knowledge and active learning in the exploration of real-world challenges and issues As such, project-based learning would be an ideal learning environment to cultivate these six affordances.

However, there is still a need to assess how effective projects are and how they help students see its relevance to the real-world. Research has suggested that these learning environments should be authentic and relevant to the student in order to better engage them, as found within learning environments using Authentic Learning principles. Authentic Learning principles by Herrington, Reeves, & Oliver (2014) presents a potential solution to addressing both the learning styles of today’s learner and to cultivate complex problem solving skills. As such, Authentic Learning has been posited to be an effective instructional strategy to enable students to learn better in a meaningful and relevant environment, which, in turn, would increase their engagement and motivation levels.

This research investigated the effect of a project-based authentic learning environment, within a technology-supported class, on student learning experiences such as their problem-solving, critical thinking, creative thinking and collaboration skills. The learning environment was designed incorporating Herrington et. al’s (2014) principles of authentic learning, where an authentic learning task in the form of a project formed the core of the environment. The project required students to work in groups and determine their solutions to their problems, and develop, research, collaborate and network amongst themselves. The study utilised a convergent mixed method research design, and data was collected using a 5-point Likert scale questionnaire. Results of the study showed that students were very positive about their attitudes and perceptions of developing projects within a technology-backed authentic learning environment. Findings resulted in a learning framework for educators who are interested in redesigning their courses to create technology-based authentic project-based learning environments to better engage and enhance their students’ learning experiences.

Keywords:

Authentic Learning, Project-based learning, student learning experiences, technology-based classrooms.