The electronic work-based learning (eWBL) “framework [below, developed by Perusso and Wagenaar (2023: 1)] comprises five primary phases: design, preparation, onboarding, delivery, and assessment. Each phase contains several sub-phases that offer practical implementation steps to WBL trainers in higher education and industry on how to deliver high-quality eWBL”.
Perusso and Wagenaar (2023: 3) “followed a multiple case study method based on 27 case study reports” derived from an eWBL project. Their data collection and analysis, methods, and resources are detailed in the referenced article. Figure 1 (p. 5) below summarises and illustrates the methodological process they followed.
Phase 1 — Design
This “phase comprises the planning of eWBL at the curricular level” (p. 5) and include decisions such as when (in “which semester WBL takes place”), the scope (duration and how many learning credits), the type (e.g. “of employment contract”), and “the general responsibilities of interns and employers”.
Insights derived from the various case studies include, among other things:
- “disciplines like management and engineering are more adaptable to the online environment than, for instance, hospitality and social care” (p. 5), suggesting that the nature of academic fields should be considered during design
- “virtual internships are well suited to foster competencies associated with the digital world, including digital communication, proactivity, and time management oftentimes at the expense of teamwork, creativity and networking skills” (p. 6), suggesting the learning outcomes should reflect and capitalise on such
- practicalities such as “electricity, IT equipment (laptop, monitor, printer), software, office supplies, high-speed internet, and ergonomic office space” (p. 6) should be taken into consideration
Table 3, p. 6, reflect the “main insights of the design phase”.
This “phase, the preparation phase encompasses the more practical activities that companies and HEIs [higher education institutions] have to perform before the beginning of the ‘work’ phase of the internship. Items that require particular attention include (i) aligning the intern’s skills with remote work, (ii) establishing and implementing online application and recruiting procedures, and (iii) providing training to HE [higher education] and company staff on the needs of remote work” (p. 6). “Table 4 provides an overview of the main findings from the preparation phase” (p. 7).
Phase 3 — Onboarding
This “phase starts when the intern has secured a placement and is ready to commence working” (p. 7). Onboarding typically includes four activities, namely “(i) introducing the internship aims, (ii) meeting colleagues and stakeholders, (iii) detailing the workflow and (iv) IT and other practical matters”. These are detailed on pp. 7-8, with an overview of key findings presented in Table 5 (p. 9) below.
Phase 4 — Delivery
This phase involves the main work-based learning activities of the internship. There are “three critical areas associated with the delivery stage of eWBL: (i) task briefing, (ii) task monitoring and (iii) networking and socialisation activities” (p. 9). Table 6 (p. 10) portrays the main insights of the delivery phase.
Phase 5 — Assessment
“Assessment in eWBL typically divides into (i) feedback and mentoring and (ii) formal evaluation [say Perusso and Wagenaar (2023: 11)]. The first is a constructive and continuous process that is sometimes referred to as formative assessment, taking place throughout the entire duration of the internship. The second takes place at the end of the programme and has a more summative orientation, ultimately aiming at learning validation and acquisition of credit points.” Table 7, p. 11, summarises the key findings of the assessment phase.
Perusso and Wagenaar (2023: 11-12) point out “that a robust WBL design requires a clear definition of the intended learning outcomes, the assessment methods, the general responsibilities of the interns, the length of employment, contractual and compensation concerns, and potential pathways to long-term employment”.
Perusso, A. and Wagenaar, R. (2023). Electronic work-based learning (eWBL): a framework for trainers in companies and higher education. Studies in Higher Education, DOI: 10.1080/03075079.2023.2280193
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