A webpage of the International Journal of Work-Integrated Learning (IJWIL) states that although there are similarities, “there is no agreed-upon single definition of work-integrated learning (WIL)” and therefore opted for a broad definition, namely:
an educational approach that uses relevant work-based experiences to allow students to integrate theory with the meaningful practice of work as an intentional component of the curriculum
The International Journal of Work-Integrated Learning (IJWIL) webpage provides the following examples of practices:
work placements, work-terms, internships, practicum, cooperative education (Co-op), fieldwork, work-related projects/competitions, service learning, entrepreneurships, student-led enterprise, applied projects, simulations (including virtual WIL)
The webpage further states that “WIL shares similarities in aims and underpinning theories of learning to the fields of experiential learning, work-based learning, and vocational education and training, however, each of these fields have enough differences to be seen as separate fields” (emphasis of concepts added). The webpage elaborates that it “invites submissions of manuscripts discussing research where students may not be 'placed' within a workplace but, for example, where students undertake a project that is campus-based but for an outside partner (e.g., work-related projects, competitions, entrepreneurships, community projects, virtual WIL, etc).”
At the University of Cincinnati, where cooperative education has been practiced since 1906, it is understood that “WIL is a complex learning framework rooted in constructivism where the learner learns through experiences and through critical reflection on those experiences”; and quality with regard to WIL is defined (emphases added) as:
- Intentional (experiences are structured with trained educators as facilitators)
- Learner-centered and holistic (concerned with learning and growth of the student as a whole)
- Collaborative with the learner’s community or communities (contextualized to include real-world complexities, situated within real world contexts)
- Dependent on the inclusion of rigorous preflexive, reflexive, and reflective pedagogic strategies
The notion ‘preflection’ entails “the act of reflecting on something before it has happened”, which reminds me of the good teaching practice of briefing viewers prior to screening a film/video in order to focus the attention of viewers on the learning points. ‘Preflection’ is a deemed a strategy; a tool designed to enhance and enrich the reflection process; a reflective session prior to the experience.
Reflexive practice is where students consider the implications from what they have learnt as it may apply to the wider context they are within; whereas reflective practice is where students reflect on what they have learnt and what it means to them personally. The contrast can be illustrated as follow:
The aforementioned is in contrast to the South African Council on Higher Education (CHE) quality criterium 15 for work-based learning as contained in https://www.psychsoma.co.za/learning_in_vivo/2020/07/proposed-decision-making-chart-with-regard-to-work-integrated-learning-wil.html
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