“The development of a meta-[Moodle]-site for” the workplace-based learning part of work-integrated learning“ enables greater connections between the university and the” workplace supervisors/mentors, found Hay and Dale (2014: 119).
The work-integrated learning (WIL) refers “to a broad range of experience-based education models and curriculum approaches where students engage with industry and community organizations, for example, service learning, work-based learning, community engagement, cooperative education … as well as internships, teacher practicums, clinical placements, engineering sandwich courses, virtual projects, simulations, fieldwork etc.” (Winchester-Seeto et al, 2016: 101). “WIL enables professional development in experiential learning environments.” say Richardson et al. (2013: 28) and “The WIL experience requires students to apply discipline knowledge gained in the traditional university environment to a work context.” (p. 29). However, they say that there is a “lack of understanding of the nature of learning in the WIL environment – what is being learnt and how. Learning in the workplace is influenced by personal, interpersonal, institutional, social and historical factors”. Richardson et al. (2013: 29) emphasise “the importance of preparing industry supervisors for their role”. “Universities often spend considerable resources in developing relationships with employers but fewer resources in ensuring that these employers are equipped and confident in fulfilling their role.” they observe.
The learning spaces differ. Richardson et al. (2013: 27, emphasis added) indicate that “Traditionally, in disciplines that have strong vocational intent such as medicine, accounting, law and architecture, universities have taught the necessary discipline content, while professional practical skills have typically been taught on the job in the graduates’ capacity as trainees within hospitals, law firms, government departments and accountancy firms. Involvement of employers in the training of graduates into the practices of work has been the norm.” The term host supervisor is often “used to refer to anyone responsible for supervising the experience of students who are undertaking a placement or other WIL activity, and includes workplace supervisor, mentor, preceptor and guide.” Say Winchester-Seeto et al (2016: 101). “The value of industry supervisors [Descriptors for industry supervisors include industry mentors, industry supervisors, industry advisors and workplace supervisors.] in providing feedback to students in situ has been found to be significant in facilitating students’ professional development (Footnote from text inserted, Richardson et al., 2013: 29). “Supervision of students, both by the university and at the placement site, is acknowledged as playing a critical role in Work Integrated Learning (WIL) programs … and is a key factor underpinning their success” say Winchester-Seeto el at (2016: 101).
Skinner et al (2021: 89) emphasise the “importance of a coordinated approach, with clear guidelines to ensure supervisors and students have a shared understanding”; as well as “structured and organized placements, with a coordinated approach and clear guidelines for all stakeholders as to the aim and focus of the placement” (p. 92). The Higher Education Qualifications Sub-Framework (South African Government, 2014: 17) specifies that “workplace-based learning must be appropriately structured, properly supervised and assessed”. Two of the four criteria stated by the Council on Higher Education (2014: 104), with regard to work-based learning, include (i) regular and effective communication and good working relations; and (ii) a ‘mentoring system’. Hay and Dale (2014: 120) remark “From experience, positive relationships between the university and agencies as well as clear expectations and understanding of the field educator role are more likely to ensure quality practicum”. “In practicum, students are, in the main, supervised and supported by a registered” practitioner (Hay & Dale, 2014: 119).
Field educators communicate directly with academic staff during the planning stage of the practicum, they are visited approximately mid-way through the practicum by an academic staff member, and they may choose to phone or email staff if any concerns arise. Prior to the practicum the field educators also receive a handbook which covers the key requirements and expectations of the practicum, the templates for the assessment components and material on supervision. Apart from these contacts the field educator is largely isolated from the university. (Hay & Dale, 2014: 120).
Traditionally, the learning pack of WIL modules included a mentor guide, a set of guidelines aimed at equipping the workplace supervisor for her/his role. The content may vary, but essentially meant to outline what the student’s learning outcomes are, what exposure the student requires, what the supervisor need to assess, etc. “Given the time and resource constraints on both academic and” workplace supervisors, Massey University, New Zealand, which already made use of Moodle, questioned “whether online technologies, and specifically Moodle, can be used more effectively for the benefit of” workplace supervisors, reflect Hay and Dale (2014: 120).
“Moodle is an acronym of Modular Object-Oriented Dynamic Learning Environment. It is an internet-based e-learning environment used for educational purposes. As an online environment it is intended to be connected, innovative, flexible and relevant to” students (Hay & Dale, 2014: 119).
The work-integrated learning “Moodle site that had initially been established for practicum [WIL] students was redeveloped so that it was more relevant and accessible to” supervisors (workplace mentors), indicate Hay and Dale (2014: 120). Access is offered to all supervisors, although acceptance of this invitation is required. Asynchronous modes of communication are utilized, including a news forum wherein any participant in Moodle can send messages, and initiate discussions with other users of the site. Articles and written materials relevant to workplace learning, as well as audio recorded resources or podcasts on facets of relevant professional or vocational practice are provided by academic staff.
Hay and Dale (2014: 120) further remark that Moodle has the potential to be used as forum to provide feedback and encouragement to workplace supervisors as students progress through WIL. Workplace supervisors can connect with one another thus developing a community of practice, where strategies can be shared. Such collaboration broadens professional perspectives and nurture development of insights. Academic staff made use of Moodle to guide workplace supervisors with regard to their “often challenging roles as educator, coach, mentor, supervisor and assessor”, and thus enhancing quality.
Council on Higher Education (2014). Distance Higher Education Programmes in a Digital Era: Programme Accreditation Criteria, pp. 81 – 107, Criterion 15, p. 104. In Distance Higher Education Programmes in a Digital Era: Good Practice Guide. Electronically accessible from https://www.saide.org.za/documents/CHE_-_Distance_Higher_Education.pdf
Hay, K. & Dale, M. (2014). Moving through Moodle: Using e-technology to enhance social work field education. Asia-Pacific Journal of Cooperative Education, 15(2), 119-128. Electronically accessible from https://www.ijwil.org/files/APJCE_15_2_119_128.pdf.
Richardson, J., Jackling, B., Henschke, K. & Tempone, I. (2013). Developing a collaborative model of industry feedback for work placement of business students. Asia-Pacific Journal of Cooperative Education, 14(1), 27-43. Electronically accessible from https://www.ijwil.org/files/APJCE_14_1_27_43.pdf.
Skinner, K., Simpson, M., Patton, N. & Robson, K. (2021). Enablers and barriers to interprofessional work-integrated learning placements: A qualitative study of rural and regional allied health supervisors' perceptions. International Journal of Work-Integrated Learning, 22(1), 83-96. Electronically accessible from https://www.ijwil.org/files/IJWIL_22_1_83_96.pdf.
South African Government (2014), Department of Higher Education and Training, Government Notice No 819. Higher Education Qualifications Sub-Framework (HEQSF). Government Gazette No. 38116, 17 October 2014 — §35, p. 17. Electronically accessible from https://www.gov.za/sites/default/files/gcis_document/201410/38116gon819.pdf.
Winchester-Seeto, T., Rowe, A. & Mackaway, J. (2016). Sharing the load: Understanding the roles of academics and host supervisors in work-integrated learning. Asia-Pacific Journal of Cooperative Education, 17(2), 101-118. Electronically accessible from https://www.ijwil.org/files/APJCE_17_2_101_118.pdf.