Strengthening the Ties between Theory and Practice in Higher Education: An Investigation into Different Levels of Authenticity and Processes of Re- and De-Contextualisation

Autor/inn/en	Radovic, Slaviša; Firssova, Olga; Hummel, Hans G. K.; Vermeulen, Marjan
Titel	Strengthening the Ties between Theory and Practice in Higher Education: An Investigation into Different Levels of Authenticity and Processes of Re- and De-Contextualisation
Quelle	In: Studies in Higher Education, 46 (2021) 12, S.2710-2725 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Radovic, Slaviša) ORCID (Firssova, Olga) ORCID (Hummel, Hans G. K.) ORCID (Vermeulen, Marjan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2020.1767053
Schlagwörter	Theory Practice Relationship; Higher Education; Authentic Learning; Experiential Learning; Educational Environment; Context Effect; Learning Motivation; Graduate Students; Masters Programs; Academic Achievement; Teacher Education + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Experiental learning; Erfahrungsorientiertes Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Motivation for studies; Lernmotivation; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Schulleistung; Lehrerausbildung; Lehrerbildung
Abstract	Although many attempts have been made to clarify how academic knowledge can be used in practice, there are not many empirical results that shed light on the process of developing academic knowledge from practical experience. The aim of this study is to examine to what extent an authentic learning environment supports master students in both processes of re and de-contextualisation. We used a qualitative and quantitative research method to evaluate the impact of learning environments that differed on the level of authenticity (less and more authentic). Participants described both learning environments as being instructive and realistic. We found strong correlations between motivation for learning, perception of authenticity and perception of experiential learning. Results suggest that more authenticity seems to (1) facilitate experiential learning, and (2) strengthen the ties between theory and practical learning experience. Additional implications for including reflective and collaborative elements to further support learning are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01