Implementation and Impact of Authentic Learning in a Postgraduate Applied Physics Course

Abstract

In this work, authentic learning was implemented in a postgraduate applied physics course at the National University of Singapore (NUS), based on the guidelines and interpretation by Herrington and Herrington (2006). Authenticity in this work is based on the context of a post-MSc/PhD academic and research career that the students will likely embark on after their graduation. The practices of applied physics research and the discourse at an actual scientific conference are simulated using three main learning tasks that were incorporated into the course: (a) literature review on a specific topic related to the course, (b) creation of a group poster, and (c) delivering individual presentations. These expose students to the authentic tasks of performing the review of established research literature, articulating and discussing ideas and concepts in a research group setting, doing research poster design, and giving a concise presentation of a complete research work to colleagues and collaborators. Linear regression model analysis of student feedback scores over 10 academic years indicate that there is evidence, at 5% level or better, that these tasks have significantly improved the computed overall effectiveness score, as well as students’ perception of learning in terms of the enhancement of their thinking ability, the receiving of timely and useful feedback, the development of relevant research skills, as well as an increased interest in the course content.