Synergy between Authentic Assessment Activities and Learner Autonomy: How Does This Promote Shared Authenticity in Online Higher Education?

摘要

This case study sought to establish whether and how authentic assessment activities and learner autonomy promoted shared authenticity within an online postgraduate course. This course was part of a professional development programme in information communication technologies (ICT) education for continuing teachers. The studied course was offered in a New Zealand university, and the research participants included the teacher and students. The research design was biased towards a qualitative interpretative approach. The study utilized the following data collection techniques: online observations, analysis of the archived course discourse, and semi-structured interviews. Data from various sources were triangulated to corroborate the evidence. The findings showed that authentic assessment activities; learner autonomy; and opportunities for ongoing interactions and formative feedback promoted shared authenticity. This in turn stimulated the students to apply their prior knowledge and share their professional experiences in ways that supported meaningful learning.