Creating Authentic Learning Through Online Personal Learning Networks

Introduction

With advances in technology and rapidly changing societal needs, and the growth of online programs, educators are challenged with creating learning experiences that are authentic, relevant and meaningful to students (Ashbaugh, 2013). In order adapt to the learning expectations of students as well as evolving pedagogies and technologies, educators have a responsibility to shift learning dynamics from traditional schemas to approaches that provide enhanced learning capabilities to students, particularly regarding new strategies and models for online course and program design (Ashbaugh, 2013). One such model is peer-to-peer learning, a known critical aspect of online learning (Adams, 2016; Garrison, 2016; Nussbaum-Beach, 2012). Peer-to-peer learning can take many forms in an online course though online educators are now paying more attention to personal learning networks (PLNs) as a practical means to enhance learning as well. In a discussion of adult learning, Moreillon (2016) identified “a ‘connected’ community [that] provides support for getting specific needs met, solving personally relevant and meaningful problems and developing professional expertise” (p. 65). PLNs challenge traditional, highly structured and formalized education and guide educators toward informal, constructivist learning models. While few studies have made the direct connection of personal networks as a model of peer-to-peer learning, this connection is alluded to in existent literature and through the use of adjacent learning theories and models such as alignment to the community of inquiry framework (Garrison, 2016), as well as through social learning theory (Bandura, 1971) and in the rise of social media for professional growth (Kukulska-Hulme, 2012; Wenger, 1998). The authors used PLNs as a model of peer-to-peer learning in this study.

PLNs are ideal scenarios for fostering authentic learning (Bowers et al., 2014; Cooke, 2012; Kennedy, 2018; Rajagopal et al., 2011; Robertson, 2017; Sie et al., 2013; Tu et al., 2012). PLNs allow learners to achieve a deeper understanding of course material by applying newly acquired knowledge directly to complex challenges rather than to simple challenges constructed for a classroom (Hung et al., 2006) and to develop the critical thinking and collaboration skills necessary to successfully engage in their professional field (Herrington et al., 2014). PLNs also create authentic learning experiences in online programming by connecting learners to each other and creating personalized and intentional dialog to deepen learning (Bowers et al., 2014; Herrington et al., 2014; Wagner & McCombs, 1995).

Authentic learning is “student work that is ‘real, actual, genuine’ in all aspects experienced by students” (Knight, 2013, p. 225). The framework of authentic learning serves as the conceptual framework for this study. Specifically, the four themes Rule (2006) found through a content analysis of 45 authentic learning journal articles. These four ways in which authentic learning occurs are: (a) real-world scenarios, (b) inquiry and thinking skills, (c) discourse with community and (d) empowerment. Together, these themes promote active and engaged learning contexts that help students acquire relevant knowledge and skills. These four themes of authentic learning align with key qualities of PLNs.