Technology-enhanced High Impact Practice for Authentic Learning


Today, most college students are steeped in technology for both academic and social activities.  In their attempt to enhance student learning, higher education institutions incorporated innovative student-centered methods, such as the American Association of Colleges and University’s high impact practices (HIPs), and projects that foster collaboration among students.  This study explored the Students Working in Interdisciplinary Groups (SWIG), a technology-enhanced collaborative assignments and projects at Queensborough Community College, which claims that using technology it engages students in authentic learning, where they asynchronously collaborate to create and disseminate products that address discipline specific learning outcomes.  Analysis of  student’s reflections and Wiki interactions from in fall 2013, spring 2014 and spring 2015 showed that while completing the assignment using the available technology, students were engaged in authentic learning, developed media literacy, and achieved discipline specific learning outcomes.  The students were also able to transfer the skills acquired from this project to their other courses and their future careers.


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How to Cite
. Technology-enhanced High Impact Practice for Authentic Learning. International Journal for Scholarship of Technology Enhanced Learning, [S.l.], v. 1, n. 2, may 2017. ISSN 2472-5161. Available at: <>. Date accessed: 11 nov. 2019.


authentic learning, collaborative assignments and projects, high impact practices, reflections, technology-enhanced learning