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Authentic Education: Affording, Engaging, and Reflecting

Authentic Education: Affording, Engaging, and Reflecting

Francisco Cua
Copyright: © 2014 |Pages: 12
ISBN13: 9781466660465|ISBN10: 1466660465|EISBN13: 9781466660472
DOI: 10.4018/978-1-4666-6046-5.ch047
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MLA

Cua, Francisco. "Authentic Education: Affording, Engaging, and Reflecting." Handbook of Research on Education and Technology in a Changing Society, edited by Viktor Wang, IGI Global, 2014, pp. 639-650. https://doi.org/10.4018/978-1-4666-6046-5.ch047

APA

Cua, F. (2014). Authentic Education: Affording, Engaging, and Reflecting. In V. Wang (Ed.), Handbook of Research on Education and Technology in a Changing Society (pp. 639-650). IGI Global. https://doi.org/10.4018/978-1-4666-6046-5.ch047

Chicago

Cua, Francisco. "Authentic Education: Affording, Engaging, and Reflecting." In Handbook of Research on Education and Technology in a Changing Society, edited by Viktor Wang, 639-650. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-6046-5.ch047

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Abstract

Active learning challenges students to take ownership of their learning engagements by engaging actively in developing skills, which includes literary skills, linking the practice to theory, as well as thinking about practical and theoretical implications. Textual analysis of their learning journals revealed that students who chose “authentic education” over “instructionism” understood the technical issues of the knowledge better. They were also more creative and committed. Their learning process conveys that they are empowered in understanding the connections between the practical and theoretical dimensions and that they are open to deal with uncertainty. The findings indicate that the construction of learning by self-directed and empowered students can be formed by a community of these students. This is explored in this chapter.

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