Abstract:

The concept of authentic learning is functioned for reality simulation in education. Under this approach, the objective is to ensure the learner to find solutions for the real-life problems instead of direct classical learning on a subject. Thus, the learning processes should include authentic activities and assessments. In authentic learning, the students are active participants whereas the teacher assumes the guide model responsibilities. The authentic learning activities may be carried out also in distance learning as well as through formal education. Accordingly, the object of this research is to establish the readiness levels of the faculty members towards authentic learning approach through the distance education process. The sample group of the research consists of the faculty members/associates who give lectures through distance education. The general survey model, as a quantitative research method, has been used in this study. The data collection tool is preferred as the Authentic Learning Readiness Scale for Teachers which has been developed by Horzum, Bektaş, Can, Üngören and Sellüm (2019). The independent samples t-test and one-way analysis of variance (ANOVA) have been conducted. The respective findings have established the authentic learning readiness levels of the faculty members; and also shown that such levels had not demonstrated a statistically significant difference according to the gender, age and faculty.

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