摘要：This study presents an analysis of self-reported student perceptions
and experiences of authenticity during an undergraduate first-year
problem-based learning (PBL) engineering module at UCL. The aim
is to further understand how students perceive authentic learning
experiences in order to support and maximise this kind of learning
throughout their degree programmes. The data shows that our
students did perceive their first-year experiences as authentic despite
the fact that the context they worked in and the outputs that they
created were not the most real-world part of their experience. The
data supports previous work on authentic learning which suggests
what really matters is cognitive realism and not physical realism.
However, it may be possible to introduce levels of authenticity at
increasing levels of complexity throughout the student journey. The
analysis is located within the wider field of authentic learning, PBL
and builds on this work to suggest how dimensions of authenticity
may be graduated across a degree programme.
