The table of contents of the manuscript: Download Non-placement and online work-integrated learning
PROLOGUE
Foundational WIL as ‘category’
Applied WIL as ‘category’
Comprehensive WIL as ‘category’
INTRODUCTION
WORK-INTEGRATED LEARNING CAN BE ACCOMPLISHED ONLINE
WORK-DIRECTED THEORETICAL LEARNING
ONLINE STUDIO-BASED LEARNING
The essential parts and elements of studio-based learning
Studio-based learning as pedagogical approach, extended to many fields
A teaching model of collaborative learning communities and professional practice
THE CASE STUDY AS ELEMENT OF AN E-TEACHING PLAN
The elements or parts of a case study
How to create or compose a case study
Step 1: Consider the story
Step 2: Attend to the legalities and ethics23
Step 3: Write the statement of purpose
Step 4: Gather the case data
Step 5: Start the writing
Step 6: The solution
SIMULATED WORK-INTEGRATED LEARNING
ENQUIRY, IN PROJECT AND PROBLEM-BASED LEARNING, IS THE ENGINE OF DEEP LEARNING
Problems of the real world are not neatly organised into disciplinary categories
Community service as a method to develop academic knowledge
USING A LEARNING MANAGEMENT SYSTEM (LMS) FOR WIL
The functions of the various MOODLE elements/tools
Welcome message (Overview page)
Calendar
Announcements
Lessons (learning units)
Additional resources
Assessment (tests) tools
Discussion forums
Synchronous chat and workshops
Glossary
FAQs
Wiki
Feedback/survey
WORK INTEGRATED RESEARCH HIGHER DEGREE (WIRHD)
Fertile conditions for work-integrated research at doctoral level
The statutory context in South Africa permits work-integrated research
Focus on real-world practice-based problems, relevant to workplace settings
One foot in academia and one in work-life
Landscape of various models of doctoral education
Conclusion
REFERENCES
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