scholarly journals Providing nurse supervisors with a theoretical framework to support student learning during placement-based work integrated learning: A survey study

2021 ◽  
Author(s):  
Carey A Mather ◽  
Angela McKay ◽  
Penny Allen
Keyword(s):  
Student Learning ◽  
Theoretical Framework ◽  
Survey Study ◽  
Integrated Learning ◽  
Work Integrated Learning

Support for student learning in work-integrated learning

2021 ◽  
pp. 96-106
Author(s):  
Anna D. Rowe ◽  
Theresa Winchester-Seeto
Keyword(s):  
Student Learning ◽  
Integrated Learning ◽  
Work Integrated Learning

scholarly journals Rapid transformation of work integrated learning from the farm to virtual reality

2021 ◽  
Vol 3 (1) ◽  
pp. 32-33
Author(s):  
Stuart Barber ◽  
Rebekah Brown
Keyword(s):  
Virtual Reality ◽  
Experiential Learning ◽  
Student Learning ◽  
Small Group ◽  
Class Group ◽  
Multiple Choice ◽  
Integrated Learning ◽  
Individual Property ◽  
Standard Format ◽  
Work Integrated Learning

All veterinary schools in Australasia require students in the first half of their course to complete work integrated learning (WIL) during vacation time on a range of animal enterprises.  This allows students to gain an understanding of how the enterprises function on a day to day basis and compare to the theoretical training that students receive on-campus.  The time on-property required is equivalent to 60 days of work with a requirement to visit several enterprises (AVBC, 2016).  COVID-19 required immediate cessation of all on-property placements.  Given the limited number of holiday weeks available for WIL we developed an on-line experiential program to support student learning.   The backbone of the online WIL experience relied on previously developed or developing virtual reality (VR) farm resources; the 4DVirtual Farm and DookieVR (Barber etal, 2016).  These resources allow students to visit properties via multiple 360 images through time on a property, allowing virtual travel through time and place to see what happens on an enterprise throughout a year.  They also integrate environmental variables and both 360 and standard video to provide access to further information.  They are viewable using mobile phones, laptop and desktop systems as well as VR viewers. The basic VR resource allows students to take their own tour around the property however the week of experiential learning was planned to reinforce the students’ ability to see what happens on the individual property throughout the year.  This compares to an individual property visit where a student gains more “hands-on” insight for a much more limited timespan of the year, usually 1-2 weeks.   The week of synchronous, experiential learning used Zoom as the primary tool to allow communication between staff and students with content managed on the learning management system, Canvas.  The standard format for each day involved an initial entire class group session, mostly in didactic information transfer from staff to students and then a mixture of small group, full class or individual tasks.  Assessment of content understanding was evaluated on a regular basis using multiple choice questions or word responses using PollEverywhere.  The large class group of 100-250 students broke into small virtual rooms of 6 to 8 students.  Each day this small student group had a task to complete and submit via Feedback Fruits, which then allocated individual students to provide written feedback on the group report by the next day.  Time was allocated for students to review these reports both individually and then to discuss the multiple reports that group members were assessing and submit feedback.  In addition, each small group reported on a relevant name to the veterinary industry, either from current or historical times.  A short video detailing the link of this name to the veterinary industry was posted to Flipgrid for both staff and other students to review.  Student understanding of the week was measured at the commencement and completion of the week using an online multiple choice quiz as well as receiving student feedback by an online survey.  This presentation will cover the background, development and design of the week and associated material.   References   AVBC (2016), Standard 9.3 Extra Mural Studies (EMS or Workplace Learning), page 32, Australasian Veterinary Boards Council, https://avbc.asn.au/wp-content/uploads/documents/public/AVBCStandardsAug2016.pdf Barber S,  Hallein E, Shallcross D,  Weston J,  Jacobson C,  Bramley E,  Celi P,  McGowan M (2016), Final report:  Development of 4D farms to improve student learning and safety, Office of Learning and Teaching https://ltr.edu.au/resources/ID12_2365_Barber_Report_2016.pdf  

scholarly journals University-led internships for innovative thinking: a theoretical framework

2020 ◽  
Vol 62 (3) ◽  
pp. 235-254
Author(s):  
Nadeera Ranabahu ◽  
Shamika Almeida ◽  
Elias Kyriazis
Keyword(s):  
Work Experience ◽  
Theoretical Framework ◽  
Illustrative Case ◽  
Integrated Learning ◽  
Content Type ◽  
Factors Associated ◽  
Managing Innovation ◽  
Work Integrated Learning ◽  
Illustrative Case Study

PurposeThis article explains how business internships can be used to develop innovation skills in undergraduates.Design/methodology/approachUsing work-integrated learning and current literature on innovation, this article proposes a theoretical framework to design, implement, and measure outcomes of Innovation-Focused Internships (IFIs). The article also uses an illustrative case study from an Australian university to discuss practical use of this framework.FindingsThe theoretical framework illustrates that stakeholders (i.e., students, industry, and university) need a common goal. Factors associated with managing innovation and student placements are key features of the framework. The illustrative case study demonstrates ways in which students gather both professional work experience and innovative skills.Practical implicationsThe illustrative case study outlines practical strategies and challenges in IFI programs. Managing innovation-related challenges requires adjustments from all the stakeholders.Originality/valueThis article modifies the existing stakeholder interdependency model of work-integrated learning by combining it with innovation-related literature. The novel insights from the IFI program demonstrate how factors associated with students, industry, and university, and associations between these key stakeholders shape and determine IFI success.

Improving Experiential Learning in Sport Management Through Work-Integrated Learning

2021 ◽  
pp. 1-10
Author(s):  
Susan B. Foster ◽  
David A. Pierce
Keyword(s):  
Experiential Learning ◽  
Sport Management ◽  
Cooperative Education ◽  
The United States ◽  
Research Review ◽  
Integrated Learning ◽  
Work Experiences ◽  
Curricular Innovation ◽  
Integral Role ◽  
Work Integrated Learning

Experiential learning has played an integral role in curricular innovation since the inception of North American sport management education. However, internationally, work-integrated learning, and specifically cooperative education, have proven to be robust methods for preparing students for the workforce with little to no mention of these terms as applied to sport management curricula in the United States. This educational research review positions involving both of these structured pedagogies that combine classroom instruction with highly contextualized, authentic work experiences of at least two semesters to improve experiential learning and calls for more research to be done to demonstrate its efficacy. Recommendations are made to spur faculty to consider ways these pedagogies can be applied to their sport management curricula. In addition, this review addresses keys to successfully implement them on campus.

Academic's perceptions of work-integrated learning in non-vocational disciplines

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gabrielle A. Lloyd ◽  
Bonnie Amelia Dean ◽  
Michelle J. Eady ◽  
Conor West ◽  
Venkata Yanamandram ◽  
...  
Keyword(s):  
Professional Learning ◽  
Personal Growth ◽  
Tertiary Education ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Content Type ◽  
Theoretical Approaches ◽  
Starting Point ◽  
Work Integrated Learning

PurposeWork-integrated learning (WIL) is a strategy that enhances student learning and employability by engaging students in real-world settings, applications and practices. Through WIL, tertiary education institutions forge partnerships with industry to provide students with access to activities that will contribute to their career-readiness and personal growth. The purpose of the paper is to explore academics perceptions of WIL from non-vocational disciplines, where WIL opportunities are less prevalent.Design/methodology/approachThe study employed a qualitative, case-study methodology to unpack academics' reflections on the question “What does WIL mean to you?” Semi-structured interviews were conducted with 33 subject coordinators across a number of non-vocational degrees at one university in Australia. Open coding and thematic analysis was used to explore qualitative data and identify common themes.FindingsData suggest that academics largely have placement-based understandings of WIL that cause tensions for embedding WIL meaningfully in their courses. Tensions surface when WIL is perceived as a pedagogy that contributes to the neoliberal agenda that sits in conflict with theoretical approaches and that restrict notions of career.Originality/valueAlthough WIL is not relevant in all subjects, these understandings are a useful starting point to introduce WIL meaningfully, in various ways and where appropriate, in order to provide students opportunities for learning and employability development. The paper has implications for faculty, professional learning and institutional strategies concerning WIL for all students.

scholarly journals Recommending knowledgeable people in a work-integrated learning system

2010 ◽  
Vol 1 (2) ◽  
pp. 2783-2792 ◽  
Author(s):  
Günter Beham ◽  
Barbara Kump ◽  
Tobias Ley ◽  
Stefanie Lindstaedt
Keyword(s):  
Learning System ◽  
Integrated Learning ◽  
Integrated Learning System ◽  
Work Integrated Learning
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