Strengthening the ties between theory and practice in higher education: an investigation into different levels of authenticity and processes of re- and de-contextualisation

S. Radovic*, O. Firssova, H.G.K. Hummel, M. Vermeulen

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

10 Downloads (Pure)

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.
Original languageEnglish
Pages (from-to)2710-2725
Number of pages16
JournalStudies in Higher Education
Volume46
Issue number12
Early online date19 May 2020
DOIs
Publication statusPublished - 2 Dec 2021

Keywords

  • Authenticity
  • de-contextualisation
  • experiential learning
  • higher education
  • re-contextualisation
  • STUDENT
  • GUIDED REFLECTION
  • KNOWLEDGE
  • FRAMEWORK

Fingerprint

Dive into the research topics of 'Strengthening the ties between theory and practice in higher education: an investigation into different levels of authenticity and processes of re- and de-contextualisation'. Together they form a unique fingerprint.

Cite this