Please use this identifier to cite or link to this item:
Title: Impact of using authentic online learning environments on students’ perceived employability
Author: Martínez Argüelles, María Jesús  
Plana-Erta, Dolors  
Fitó-Bertran, Àngels  
Others: Universitat Oberta de Catalunya (UOC)
Citation: Martínez-Argüelles, M.J., Plana-Erta, D. & Fitó Bertran, A. (2022). Impact of using authentic online learning environments on students' perceived employability. Educational Technology Research and Development. doi: 10.1007/s11423-022-10171-3
Abstract: The digitalization and globalization of society and the corresponding impact on the rules of the labor market is shifting the education sector toward new pedagogical approaches that integrate wholly online methodologies. Sustainable Development Goal 4 advocates for inclusive and equitable quality education that promotes lifelong learning opportunities, and, as we have seen during the COVID-19 lockdown, online learning can play a key role. In a context where lifelong learning becomes crucial to maintaining graduates’ employability, the innovative teaching methodologies that promote employable competencies in online environments are especially desirable. With the purpose of improving the employability of students, this article analyses the impact of introducing the Authentic Learning Scenarios (ALS) paradigm in an online environment. We develop a quasi-experimental design. Based on the nine ALS criteria and their application to e-learning, we redesign a course in a business degree program. Data from 135 students were collected, with special focus on achieving general competences. We compare the perception of the competency profile attained between a group of students who took the course before incorporating the ALS paradigm and another group that took it once it had been redesigned. Results show that redesigning the course enables students to perceive the learning process as more authentic, as well as acquiring a more advanced competence profile. Besides this, it has been shown that technology can contribute to building cognitive authenticity in virtual classrooms, without the need for face-to-face internships, which are often not a feasible option for students of online programs.
Keywords: employability
higher education
authentic learning scenario
soft skills
Document type: info:eu-repo/semantics/article
Version: info:eu-repo/semantics/publishedVersion
Issue Date: 2-Dec-2022
Publication license:  
Appears in Collections:Articles
Articles cientÍfics

Files in This Item:
File Description SizeFormat 
s11423-022-10171-3.pdf1,02 MBAdobe PDFThumbnail
View statistics

Items in repository are protected by copyright, with all rights reserved, unless otherwise indicated.