A Relational Understanding of Learning: Supporting Indigenous Work-Integrated Learning Students

Autor/in	Arney, Noah
Titel	A Relational Understanding of Learning: Supporting Indigenous Work-Integrated Learning Students
Quelle	In: International Journal of Work-Integrated Learning, 23 (2022) 2, S.153-167 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Canada Natives; Undergraduate Students; Student Attitudes; Student Experience; Educational Benefits; Student Recruitment; Authentic Learning; Cooperative Learning; Work Experience Programs + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Studienerfahrung; Bildungsertrag; Kooperatives Lernen
Abstract	The positive impact of work-integrated learning (WIL) is well-known, but there are substantial gaps in the literature related to the benefits Indigenous students receive and Indigenous students' perspective on those benefits. This article reports on a mixed methods research project into Indigenous students' perspectives on their curricular WIL experiences through qualitative semi-structured interviews and assessment of the academic impact of WIL. This study identified no difference between the academic benefits Indigenous and non-Indigenous students receive but did find a substantial gap in recruitment of Indigenous students into optional WIL programs. It argues that the WIL experience is best when situated in an authentic and challenging experience in collaboration with others where students can build confidence and develop new relationships. It concludes by advocating that WIL programs adopt a relational and holistic understanding of WIL to better recruit Indigenous students and support students beyond employment outcomes. (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