Suggested Sources

Articles that form the basis of this framework:

Ozverir, I., Osam, U. V., & Herrington, J. (2017). Investigating the effects of authentic activities on foreign language learning: A design-based research approach. Educational Technology & Society, 20(4), 261–274

Ozverir, I., Herrington, J., & Osam, U. V. (2016). Design principles for authentic learning of English as a foreign language. British Journal of Educational Technology, 47(3), 484-493.

Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48.

Herrington, J., Oliver, R., & Reeves, T. (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 19(1), 59-71.

Further reading:

  • Marden, M. P., & Herrington, J. (2011). Supporting interaction and collaboration in the language classroom through computer mediated communication. Paper presented at the EdMedia: World Conference on Educational Media and Technology.

  • Ellis, R. (2009). Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246.

  • Herrington, J., Reeves, T. C., Oliver, R., & Woo, Y. (2004). Designing Authentic Activities in Web-based Courses. Journal of Computing in Higher Education, 16(1), 3-29.

  • Herrington, J., Reeves, T. C., & Oliver, R. (2006). Authentic tasks online: A synergy among learner, task, and technology. Distance Education, 27(2), 233-237.

  • Jonassen, D. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional-design theories and models (Vol. 2, pp. 215-239). Mahwah, NJ: Lawrence Erlabaun Associates Inc.

  • Jonassen, D. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology Research & Development, 45(1), 65-94.

  • Jonassen, D., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development, 47(1), 61-79.

  • Jonassen, D. (2000). Toward a design theory of problem solving. Educational Technology Research and Development, 48(4), 63-85.

  • Oliver, R., & Herrington, J. (2001). Teaching and learning online a beginner's guide to e-learning and e-teaching in higher education. Perth: Centre for Research in Information Technology and Communications, Edith Cowan University.

  • Reeves, T. C., Herrington, J., & Oliver, R. (2007, April 13). Constructivist, Discovery, Problem-based, Experiential, and Inquiry-based Teaching Are Not Failures: Evidence from Authentic Tasks-Based Learning. Paper presented at the the Annual Meeting of the American Educational Research Association, Chicago, IL, USA.

Websites:

Books:

Herrington, J., Reeves, T. C., & Oliver, R. (2010). A guide to authentic e-learning. New York: Routledge.

(Can be accessed from: http://researchrepository.murdoch.edu.au/id/eprint/1903/)

Herrington, A., & Herrington, J. (Eds.). (2006). Authentic learning environments in higher education. London: Information science publishing.

Pitchford, A., Owen, D., & Stevens, E. (2021). A handbook for authentic learning in higher education: Transformational learning through real world experiences. New York: Routledge.

Stanley, T. (2018). Authentic learning: Real-world experiences that build 21st-century skills: Prufrock Press.

Other Suggested Books:

Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice: Cambridge University Press.

Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.

Tobias, S., & Duffy, T. M. (2009). Constructivist instruction: Success or failure? New York: Routledge.

van den Branden, K. (2006). Task-based Language Education: From Theory to Practice: Cambridge University Press.

Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press.


References

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Alias, N. A. (2012). Design of a motivational scaffold for the Malaysian e-learning environment. Educational Technology & Society, 15(1), 137-151.

Breen, M. P. (1985). Authenticity in the language classroom. Applied linguistics, 6(1), 60-70.

Cho, K.-L., & Jonassen, D. (2002). The effects of argumentation scaffolds on argumentation and problem solving. Educational Technology Research and Development, 50(3), 5-22.

Council of Europe. (2001). Common European framework of reference for languages: learning, teaching, assessment. Cambridge: Cambridge University Press.

Ellis, R. (1997). Second language acquisition. Oxford: Oxford University Press.

Ellis, R. (2009). Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246.

Ellis, R. (2012). Language teaching research and language pedagogy. West Sussex UK: John Wiley & Sons Incorporated.

Frey, B. B., Schimitt, V. L., & Allen, J. P. (2012). Defining authentic classroom assessment. Practical Assessment, Research & Evaluation, 17(2). Retrieved from http://pareonline.net/pdf/v17n2.pdf

Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Technology, 40, 97-118.

Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48.

Howland, J. L., Jonassen, D., & Marra, R. M. (2011). Meaningful learning with technology (4th ed.). Boston, MA: Pearson.

Ozverir, I., Herrington, J., & Osam, U. V. (2016). Design principles for authentic learning of English as a foreign language. British Journal of Educational Technology, 47(3), 484-493.

Parsons, S. A., & Ward, A. E. (2011). The case for authentic tasks in content literacy. The Reading Teacher, 64(6), 462-465.

Petraglia, J. (1998). The real world on a short leash: The (mis) application of constructivism to the design of educational technology. Educational Technology Research and Development, 46(3), 53-65.

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Strobel, J., Wang, J., Weber, N. R., & Dyehouse, M. (2013). The role of authenticity in design-based learning environments: The case of engineering education. Computers & Education, 64(0), 143-152.

Ur, P. (1996). A course in language teaching. Cambridge: Cambridge University Press.

Van Lier, L. (2007). Action-based teaching, autonomy and identity. Innovation in Language Learning and Teaching, 1(1), 46-65.