Conventional, Remote, Virtual and Simulated Work-Integrated Learning: A Meta-Analysis of Existing Practice

Autor/inn/en	Wood, Yvonne I.; Zegwaard, Karsten E.; Fox-Turnbull, Wendy
Titel	Conventional, Remote, Virtual and Simulated Work-Integrated Learning: A Meta-Analysis of Existing Practice
Quelle	In: International Journal of Work-Integrated Learning, 21 (2020) 4, S.331-354 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2538-1032
Schlagwörter	COVID-19; Pandemics; Experiential Learning; Work Experience Programs; Computer Simulation; Educational Technology; Technology Uses in Education; Internship Programs; Service Learning; Telecommunications; Business; Simulated Environment; Higher Education; Practicums + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Computergrafik; Computersimulation; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Berufspraktische Ausbildung; Service-Learning; Telekommunikationstechnik; Business studies; Wirtschaft; Betriebswirtschaft; Künstliche Umwelt; Hochschulbildung; Hochschulsystem; Hochschulwesen; Practicum; Praktikum; Praktika
Abstract	As a result of the COVID-19 pandemic, many organizations offering work-integrated learning (WIL) opportunities were no longer able to support student placements, resulting in many institutions searching for a range of innovative solutions. Many have redesigned their conventional placement-based WIL activities or programs to enable students to meet graduate profile criteria through alternative means such as virtual or simulated WIL experiences. The literature shows there are many models of WIL beyond conventional work placements. Therefore, a meta-analysis was conducted of these WIL models, to provide a complied synthesis of existing practice from within the WIL field specifically focused on two books, the "International Journal of Work-Integrated Learning," and three national WIL association conference publications. The trends and qualities that emerge from the meta-analysis of existing practice can inform the redevelopment across the different modes of conventional, remote, virtual, and simulated WIL experiences. (As Provided).
Anmerkungen	New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01