Intentional measures and resources to enhance the wellbeing of students, to achieve success, has long been advocated by scholars, say Taylor, Milne, Tam, McGee & Stirling (2023: 261), and has been accentuated by the unprecedented circumstances of COVID-19. The restrictions brought on by the pandemic, accelerated online and remote learning, and highlighted the need for supporting student wellbeing. Briant and Crowther (2020: 619) indicate that more than a decade ago higher education institutions began recognising “the value of virtual internships as valid experiential learning opportunities to acquire professional skills and competencies”. The acronym ‘eWIL’ includes electronic, online, remote and virtual work-integrated learning, and can take many forms, such as remote internships, “virtual reality, asynchronous platforms, on-line role play, blogging, on-line forum, iPortfolios, live chat rooms, virtual simulations, and video conferencing”. The required experience is undertaken remote from a physical workplace, while all communications and engagement occurring electronically.
Online learning is here to stay, say Taylor et al (2023: 261), which is justifying the need for “strategies to support student wellbeing in these contexts”. Student wellbeing during eWIL (online or remote WIL) is deemed especially important in that “students are navigating unfamiliar workplaces online, are exposed to new challenges, and are distanced from supports present in traditional in-person settings” argue Taylor et al (2023: 262). The distancing physically “from support networks and social groups can have a significant impact on a student’s sense of belonging and social connectedness” they remark.
Researchers reported that where students concurrently engage in WIL opportunities during academic study periods, such students have been known to prioritize their WIL tasks over course assignments or personal needs, and heavily taxed their already scarce resources, thus compromising their sense of wellbeing. The increased vulnerability has been known “to negative[ly] affect, sadness, stress and mental health disorders, with anxiety and depression being the most prevalent” indicate Taylor et al (2023: 262). Students furthermore “reported high rates of substance use, poor sleep quality, and emotion dysregulation”, that may “result in significant impairments to mental, social, and emotional functioning, which may reciprocally affect their capacity to be fully invested in their academic learning, and successfully integrate and master their skills in a WIL environment”. These issues highlight the need for enhanced student support.
Taylor et al (2023: 262-3) employed ‘Five Ways to Wellbeing’ as research design, namely:
- The first way to wellbeing, connect, identifies the importance of creating strong social connections with others achieved through meaningful interactions.
- Secondly, be active, highlights the influence of physical health and exercise on mental health, including the reduction of anxiety and depression through physical activity.
- Thirdly, take notice, urges individuals to be present in the moment and focus on positive aspects of a situation to assist with individual reflection and deeper appreciation of experiences.
- Fourthly, learn, promotes ongoing learning, while identifying its benefits, such as reducing feelings of isolation, and developing social relationships.
- Lastly, give, promotes volunteering and assisting individuals other than yourself to create feelings of fulfillment and connectedness to one’s community.
Briant, S. & Crowther, P. (2020). Reimagining internships through online experiences: Multi-disciplinary engagement for creative industries students. International Journal of Work-Integrated Learning, 21(5), 617-628. https://www.ijwil.org/files/IJWIL_21_5_617_628.pdf
Taylor, A., Milne, A., Tam, A., McGee, S. & Stirling, A. (2023). Program coordinators' support for student wellbeing in online work-integrated learning (eWIL). International Journal of Work-Integrated Learning, 24(2), 261-275. https://www.ijwil.org/files/IJWIL_24_2_261_275.pdf
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