“Technology extends the accessibility of work integrated learning (WIL) experiences in higher education” say Glavas and Schuster (2020). They also state that “the introduction of technology into work integrated learning (WIL) experiences has the potential to be one of the most important modern advancements in higher education”. “Using technology to deliver WIL experiences can remove geographical barriers … [and] … may increase the accessibility of WIL and its transferability to larger cohorts” they observe.
“Electronic WIL (eWIL) is defined as the ‘use of technology to support the administrative processes or students of WIL and/or deliver entirely online or blended WIL experiences’”, whereas “WIL incorporates a range of approaches that integrate theory with workplace practice” state Schuster and Glavas (2017). They recognise that WIL as ‘an umbrella term’ and that WIL can vary considerably, but emphasise the “partnership among students, educational institutions, and industry”.
Through research, four design principles for eWIL were identified by Glavas and Schuster (2020), namely:
- provide an authentic eWIL experience (learning activities, assessment and technology)
- carefully select and integrate technological platforms employed to support or deliver eWIL
- effective administrative processes to support eWIL
- promote co-presence and relationship building
Glavas and Schuster (2020) observe that these four design principles for eWIL “provides an important basis for further developing knowledge around designing eWIL programs”.
Glavas, C. & Schuster, L. (2020). Design principles for electronic work integrated learning (eWIL). The Internet and Higher Education, 47. https://doi.org/10.1016/j.iheduc.2020.100760
Schuster, L. & Glavas, C. (2017). Exploring the dimensions of electronic work integrated learning (eWIL). Educational Research Review, 21, 55–66. https://doi.org/10.1016/j.edurev.2017.04.001
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