Learning in vivo

Wellbeing of students during online work-integrated learning (eWIL)

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:

1. The first way to wellbeing, connect, identifies the importance of creating strong social connections with others achieved through meaningful interactions.
2. Secondly, be active, highlights the influence of physical health and exercise on mental health, including the reduction of anxiety and depression through physical activity.
3. 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.
4. Fourthly, learn, promotes ongoing learning, while identifying its benefits, such as reducing feelings of isolation, and developing social relationships.
5. 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

Differentiating ‘eWIL’ (electronic work-integrated learning) ‘blended WIL’ and ‘virtual WIL’

Schuster and Glavas (2017: 56) indicate that although not yet formally defined, ‘blended WIL’ refers to the intersection with technology describing work-integrated learning “delivered in online and face-to-face environments”; whereas ‘virtual WIL’ refers to learning provided through virtual realities; and ‘eWIL’ (electronic WIL) “used to more broadly indicate the integration of information communication technology (ICT) within WIL”. They state that “the use of technology has the ability to extend WIL experiences to a greater number of students and may play a key role in less resource-intensive models of WIL” and that “technology may also offer the opportunity to develop more authentic experiences as work increasingly occurs within a digital space rather than at a physical place”, but has enjoyed insignificant attention in contrast to e-learning in the workplace.

“Work integrated learning (WIL) is a strategic priority for universities aiming to enhance graduate employability in an increasingly competitive labor market” say Schuster and Glavas (2017: 55). “Work integrated learning (WIL) combines academic study and formal learning with student exposure to real-world practice settings to better prepare graduates for entry into the workforce” they (p. 56) qualify, and add that there is a “growing demand for work-ready graduates”, which is driving “the need for more extensive incorporation of WIL in higher education curriculum” and therefore “becoming a key strategic priority of universities, industry and government”. They observe that WIL may incorporate “a range of approaches, with diverse and distinct emphases” including “placements, internships, practicums, supervised practice and simulations”, which “are most commonly visible in offline environments; however, technology is increasingly being used to augment WIL experiences”. The aim remains “to integrate theory with workplace practices through authentic, real-world experiences, allowing learners to engage with industry and community partners on authentic activities that are planned for and assessed”.

“Technology has the potential to advance the ways in which WIL is both managed and applied by overcoming the key challenges of accessibility and resourcing”, however “the role that technology can play in WIL has received” little attention, say Schuster and Glavas (2017: 56). They remark that by “employing technology to support and deliver WIL can remove geographical barriers … and allows, for example, rural (regional) and external students to engage in WIL based activities”. Furthermore, virtual placements may enable students to apply acquired “knowledge and skills to complete a real-world project in a team using technology to be virtually, rather than physically, present within the workplace” (p. 57). Potential benefits of technology further include supporting “WIL for larger cohorts of students in an equitable and pedagogically rigorous manner” and for developing 21st century skills “such as: (i) learning and innovation (learning to create together), (ii) digital literacy (information-savvy and media fluency) and (iii) career-based skills (being work-ready and prepared for the real world)”. Furthermore, “eWIL has the capacity to facilitate collaboration between students and industry professionals via online platforms … such as virtual simulations, and also has the potential to develop more sophisticated higher-order thinking skills relative to traditional WIL, such as internships and practicums, where students are not normally involved in critical and consequential decision making or problem solving”. Emphasising the importance of students being “exposed to authentic learning environments that enable them to observe, interact and respond to real work problems in real work settings that best emulate the working environment with its associated complexities”, Schuster and Glavas (2017: 57) indicate “that technological developments have made it possible to create virtual environments that almost exactly mimic work-based settings”.

A key challenge, similar to traditional WIL, indicated by Schuster and Glavas (2017: 57), is the notion of willing partnering and interaction with, reciprocity by, and access to industry organisations in order deliver eWIL. Other challenges for eWIL they indicate “is a lack of support systems”, “technological platform”, “the requirement for quality software” and “extensive staff training in the use of technology”. These challenges, they say, “highlight that, at least initially, the development and implementation of eWIL can be resource-intensive”. Furthermore, students from disadvantage and diverse backgrounds, and those with certain disabilities or those “who may require assistive technologies”, may not directly benefit from eWIL.

Based on a systematic literature review of peer-reviewed articles, by Schuster and Glavas (2017), they developed a typology of eWIL (p. 64) presented below. “The typology includes four categories: Technology-Supported, Technology-Facilitated, Technology-Blended and Technology-Based.” Both ‘Technology-Supported’ and ‘Technology-Facilitated’ represent the use of technology to support WIL processes, however, more extensively in the latter. Similarly, with ‘Technology-Blended’ and ‘Technology-Based’ eWIL’, the latter more extensively, such as entirely virtual or digital. They acknowledge “that theoretically there are likely to be numerous attributes which may influence the implementation of the typology”. The aim of their research was “to identify the preliminary attributes that illustrate diversity in how technology can be applied and further implemented in WIL”.

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

The four design principles for electronic work-integrated learning (eWIL)

“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:

1. provide an authentic eWIL experience (learning activities, assessment and technology)
2. carefully select and integrate technological platforms employed to support or deliver eWIL
3. effective administrative processes to support eWIL
4. 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

 

Empowerment through virtual experience programmes — virtual internships

Mid 2022, Standard Bank South Africa announced the launch of an initiative of virtual internships, with the aim of helping “students gain practical skills and experience that mirrors the work they will do”. The Head: Youth Development, Maymoona Ismail, explains that “the Virtual Experience Programmes aim to bridge this gap between education and industry” by means of video-guided “content, case studies and assessments” (TechFinancials). The virtual internships are free, self-paced and completely online “bite-sized 5-6 hour virtual work experience programs that give students a genuine career advantage” (Forage). Upon successful completion students will receive certificates to add to their resumes.

The virtual internships is one of several dedicated youth development and employment (YDE) initiatives towards “enabling access to inclusive quality education, job creation and supporting economic development in order to reduce inequality” (Digital Street).“Access to education is critical to unlocking the full potential of today’s youth, and we want to supplement their studies with insights that will allow young people to make more informed study and career decisions that lead to job creation,” says Ismail.

Two of the Virtual Experience Programmes are already live (Africa.com), namely ‘Accessing Work Opportunities’ and ‘Getting Ready for the World of Work’ (ITWeb) including “skills such as job searching, business communication and networking, personal branding, interview preparation and more” (Hypertext). Five more programmes to follow in August 2022 include “retail and investment banking, software development, engineering, and data science”. Those interested may sign up for free at https://bit.ly/SBWorkReadiness

Getting Ready to Join the Workforce Virtual Experience Programme - Register

Accessing the World of Work Virtual Experience Programme - Register

Forage recognises that there is a gap between the worlds of education and work. Forage endeavours to empower educators free of charge, to integrate scalable project-based learning, from leading international companies, into curriculums and internship programmes. Forage already offers more than 70 programmes in a range of fields (catalogue).

How the frequency of quality communication impacts the psychological contract of e-Internships

Jeske and Axtell (2018) differentiates two types of computer-mediated internships (also known as virtual or e-internships); namely, (a) those that are entirely simulated with the aim of knowledge and skill acquisition, and (b) those that are by means of tele-working, and involving an actual employer, but characterised by working remotely. Jeske and Axtell (2018) found that e-internships offered in more than two dozen countries vary in duration; as well as the hours of ‘work’ expected, with regard to which flexibility is permitted; and is lacking the permanency and/or continuity, which is usually associated with other forms of employment. Organisations offering e-internships, Jeske and Axtell (2018) found, include for-profit companies, small and medium-sized employers, start-ups and entrepreneurs, non-profit organisations, and government agencies. Although e-internships have been in existence for more than a decade, little is known with regard to their general management challenges for supervisors, say Jeske and Axtell (2018), who decided to research the psychological contracts of e-internships. The term 'psychological contract' (illustrated below), which emerged in the early 1960s, refers to the unwritten set of expectations between the parties concerned, and may include expectations, respective beliefs, perceived obligations, informal arrangements, etc. Jeske and Axtell (2018) identified four relationship characteristic-types of psychological contracts in literature, namely transactional, relational, balanced, and transitional.

The frequency of communication, through different media, appears to improve the quality of the relationship, the task clarity and the knowledge exchange, found Jeske and Axtell (2018). This is deemed of significant importance from the perspective of both the CHE’s programme accreditation and institutional audit criteria pertaining work-based learning, namely:

• Criterion 15, including implemented learning contracts/agreements with regard to objectives and outcomes of learning; regular and effective communication and good working relations; regular and systematic monitoring of progress; and an enabling mentoring system (Council on Higher Education, 2014: 104, 2004a: 20)
• Audit criterion 7(iii) same as above (Council on Higher Education, 2004b: 11)

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

Council on Higher Education (2004a). Higher Education Quality Committee. Criteria for Programme Accreditation. Electronically accessible from https://firebasestorage.googleapis.com/v0/b/che2020-c5efd.appspot.com/o/website%2Fyxqlkgy7gwo1.pdf?alt=media&token=c1ea5d6e-2e05-463d-9f2b-bbf92d4b402b

Council on Higher Education (2004b). Higher Education Quality Committee. Criteria for Institutional Audits. Electronically accessible from https://firebasestorage.googleapis.com/v0/b/che2020-c5efd.appspot.com/o/website%2Fjh3xgy9ub11.pdf?alt=media&token=aa1b8117-5414-4e70-a363-50dc924a7d42

Jeske, D. & Axtell, C. M. 2018. The nature of relationships in e-internships: A matter of the psychological contract, communication and relational investment. Journal of Work and Organizational Psychology, 34, 113-121. https://doi.org/10.5093/jwop2018a14

Virtual experiential learning is feasible

If swimming schools can further mastery through virtual swimming school, instead of letting learners slide back; and if township children can continue with violin lessons amid lockdown using WhatsApp; then surely higher and further education can achieve work-integrated learning virtually.

The COVID-19 pandemic may have grounded flights and put the world into lockdown, and the legendary African safari might be on hold; but inventive conservationists introduced virtual safaris in living rooms through cameras mounted to vehicles. Paid-for private tours by means of Zoom video calls will soon start. A zoo introduced drive-through animal viewing affording families the opportunity to ‘visit’ a zoo while in isolation.

Lockdown abruptly halted traditional workplace-based experiential learning. Solutions are explored for especially students that would have graduated at the end of 2020. As the economy is gradually reignited traditional workplace-based experiential learning might still be hampered. Institutions are recommended to virtually engage the relevant communities of practice and professional or vocational bodies, in order to seek opportunities to virtually ‘exhibit’ relevant graduate attributes, problems experienced and critical cross-field outcomes [CCFOs] that need to be attained. Filming need not be professionally done. Students can virtually engage with the virtual exemplars and through structured online learning gain their prerequisite ‘experience’.

If numerous virtual concerts work, if drive-though strip shows are supported, why would virtual experiential learning not be feasible?

What can electronic experiential learning appropriate from the COVID-19 pandemic?

When governments locked down countries, initiatives blossomed. Athletes, for example, started running virtual marathons in their gardens. On Easter Sunday evening Andrea Bocelli made history by presenting the 'Music for Hope' concert from an empty Milan cathedral, peaking at 2.8 million concurrent viewers. The biggest ever classical live stream in YouTube’s history. There were more than 28 million viewings from across the globe took place in the first 24 hours thereafter.

MyBroadband reported a significant increase in South Africa’s Internet usage since the start of the COVID-19 lockdown, peaking over 1.1Tbps on the evening of 25 March during President Cyril Ramaphosa’s announcement of the lockdown. Traffic across NAPAfrica’s exchange points reached a record 1.04Tbps the day after. Vodacom, one of South Africa's mobile phone network operators reported a jump of 40-percent since a nationwide lockdown. Afrihost recorded a 44% increase in data usage, compared to usage in January and February, with video streaming the biggest contributor. Vox recorded a 50% increase in fibre-to-the-home traffic. Elsewhere, for example in Kenya, Safaricom noted a 70% jump in data usage during COVID-19 lockdown.

Many believe that experiential learning cannot be done online. Bates (2014) contested this, saying “experiential learning is [indeed] like most design models: it is independent of the mode of delivery. What matters is how well it is done.” He advocates that there is indeed a range of teaching design models enabling the embedding of real world contexts into learning, namely problem-based learning, case-based learning, project-based learning, inquiry-based learning, cooperative (work- or community-based) education, and apprenticeships. Beard, Wilson and McCarter (2007) coined the expression E²-learning with regard to the fusion between experiential-electronic learning (EE-Learning) and e-learning.

While bored and livestreaming, at 01h00, Justin LaBoy, a former professional basketball player and a social media personality, got the idea to recreate a virtual club atmosphere on Instagram for his more than 60,000 followers. He and Justin Dior Combs, an entrepreneur, started the ‘Respectfully Justin Show’. As result of lockdown, bars and strip clubs may not operate, and around much of the world many were forced to close nearly overnight. Thousands of bartenders, bottle service girls and dancers have been left with no income. Many organisations resorted to recreating a digital experience to support members. Magic City, a strip club in Atlanta, started offering ‘virtual lap dances’. Tory Lanez, a rapper, began hosting dance nights, called ‘Quarantine Radio’ for his 7.5 million followers. LaBoy says that exotic dancers immediately requested to be guests on his livestream and his followers loved it. He felt he cannot let them dance for free, and pinned a dancer’s Cash App to the top of the feeds, so that followers could send them money. One dancer, Sasha, who has been featured on the pop-up show said “If it wasn’t for Justin … I don’t know what I would have done or how I would have paid my bills or gotten food in my house”.

Most, if not all, production or work processes, operations, and executions could be filmed and streamed. Students need not necessary be physically present to experience what they need exposure to. If a strip dance or lap dance can be done virtually, why not simulated experiential learning? It need not be costly filming.

https://www.classicfm.com/artists/andrea-bocelli/concert-empty-milan-duomo-cathedral-world-record/

https://www.enca.com/business/vodacom-sees-40-jump-data-usage-people-stay-home

https://www.cnbcafrica.com/news/2020/04/14/kenyas-safaricom-sees-70-jump-in-data-usage-during-covid-19-lockdown/

https://mybroadband.co.za/news/fibre/346757-the-76tb-man-south-africas-biggest-bandwidth-hog-during-the-lockdown.html

https://www.nytimes.com/2020/04/10/style/justin-laboy-instagram-strip-clubs-live.html?algo=bandit-story_desk_filter&fellback=false&imp_id=701449925&imp_id=455391584&action=click&module=editorContent&pgtype=Article&region=CompanionColumn&contentCollection=Trending

https://www.dailymail.co.uk/news/article-8210749/Virtual-strip-clubs-popping-Instagram-dancers-raking-18-000.html

Bates, T. (2014). Can you do experiential learning online? Assessing design models for experiential learning. Electronically accessible from https://www.tonybates.ca/2014/12/01/can-you-do-experiential-learning-online-assessing-design-models-for-experiential-learning/

Beard, C.; Wilson, J.P. & McCarter, R. (2007). Towards a Theory of e-Learning: Experiential e-Learning. Journal of Hospitality, Leisure, Sport and Tourism Education, 6(2), 3-15. https://pdfs.semanticscholar.org/95b4/bf51ed82edf9bb529574d65df250fb595df7.pdf

Electronic (or online) experiential learning (E2L) requires a paradigm shift

Electronic (or online) experiential learning (E²L) requires a paradigm shift. Hole and Larsen (2007, p. 4) suggest that when learning moves from ‘apprentice style learning-in-practice’ to a virtual learning environment, the learning must be ‘re-contextualized in a pedagogical frame’. They state that the challenge academics face “is to provide examples that help the learners to develop professional knowledge and different assignments can be a bridge between the 'reality in practice' and” theory. Students furthermore should work with tasks that provide useful learning situations, stimulating extended knowledge building and 'scaffolding' within the filed concerned.

A student-centred virtual learning environment is quite different from traditional cooperative work-integrated education. Both students and academia should cooperate and exchange information about their experiences in the field. The focus is on sharing knowledge and exchanging information from the different settings. The virtual learning environment is deemed a tool for innovation in higher education, stemming from the demands from a modern society. Hole and Larsen (2007, p. 2) outlines several factors that resulted in the demand for extensive use of Open and Distance Learning (ODL) in meeting the educational demands. 

Hole and Larsen (2007, p. 4) remark about the delivery of learning materials through a learning management system (LMS) by making “use of ‘triggers and teasers’ to enhance the learning arena”, “how to integrate a common curriculum-plan, reading-list, assessments and workload”. They add that basically the idea is “that the students should work with tasks that provided good leaning situations, stimulated knowledge-building and scaffolding within the field” concerned. Participants dependent on each-other, guided by the course aim, helping each-other with regard to assignments. Knowledge is not readily accessible from textbooks. Learning is seen as participating, rather than acquisition, and the role of academics 'guide-on-the side', instead of 'sage-on-stage'. 

Hole and Larsen (2007, p. 5) caution about the novelty concerning ICT literacy and e-learning resources. They recommend tutorials, as well as tailoring first assignments to familiarise participants with the LMS tools. 

Hole, G.O. & Larsen, A.K. (2007). VIRCLASS: the Virtual Classroom for Social Work in Europe - a toolkit for innovation? European Journal of Open, Distance and E-Learning, 10(1), 19 April 2007. Electronically accessible from http://www.eurodl.org/materials/contrib/2007/Hole_Larsen.pdf

Three types of intelligent virtual tutoring agents to scaffold virtual laboratory experiential learning

Yu, Brown and Billett (2005: 7) concluded more than a decade ago that “Computer-based virtual learning environment is a relatively new technology in education and training. Studies to date have shown VLEs potentially benefits both educators and students, particularly in higher education and in the delivery of complex scientific concepts and principles. It eliminates time and geographical constraints. At the moment, such applications would not replace real world laboratory exercises. Students, however, could augment their real life laboratory experience. They can explore the virtual laboratory experiments in a relaxed and flexible environment at their own speed and need. They can use it at revision time, when access to the real laboratory may be prohibited in an unsupervised way, due to the expensive or dangerous nature of the laboratory exercises. Educators can add to their battery of course materials to promote more effective understanding of curricula, and more easily accessible course resource.”

About ‘virtual tutoring agents’ Yu, Brown and Billett (2005: 7) elaborate on the “development of a set of intelligent tutoring agents” to ‘scaffold’ virtual laboratory experiential learning for students. They explain an ‘intelligent agent’ as “a section of computer programme that simulates a human relationship by doing something that another person could do” and name three types:

1. Deductive tutor provides assistance to students in the course of their deduction with scientific problem solving, which is required to accomplish their tutorial. For example, if students add a certain liquid to a tube, but instead they select a wrong tube, the deductive tutor will display a warning message and play an audio track to the students.

2. Rule-based tutor provides assistance to students by:

• Encoding a set of rules of an experiment.
• Monitoring a student's action and looking for one of these rules to be "broken".
• "Visiting" students to present expert advice.

For example, there are dilution rules: (1) the amylase in tube 1 should be diluted from the Amylase bottle (the first bottle from left in Figure 2) and (2) the amylase in tubes 2 to 6 should be diluted from the tube to the left of the current one. If the students break one of the dilution rules, the rule-based tutor will remind them. It also tells students where to find a relevant case-based virtual tutor for demonstration.

3. Case-based tutor provides assistance to students by presenting an example of closest relevant experience. For example, a video for each experimental procedure is embedded in the virtual step in the Help system.

The deductive and rule-based tutoring agents are embedded in the 3D virtual environment to monitor

student's actions and record the status of the objects in the learning process to ensure the learning tasks tackled. A virtual agent provides the students with advice once the students make a mistake, overlook an object or break a rule, which result in the experimental progress toward successful completion impasse.

The advice is designed in both text and voice message formats for greater accessibility.

The case-based virtual agents are embedded in the Help system in order to reduce the working load of the 3D virtual laboratory. The case-based virtual agents play a video stream to demonstrate a procedure of the experiment once a request is explicitly made.

Yu, J.Q.; Brown, D.J. & Billett, E. (2005). Development of a Virtual Laboratory Experiment for Biology. European Journal of Open, Distance and E-Learning, 8(2). Electronically accessible from http://www.eurodl.org/materials/contrib/2005/Jian_Quing_Yu.pdf

Experiential learning can be accomplished on-line

Bates (2014) contested a colleague who believed that experiential learning cannot be done online that “experiential learning is [indeed] like most design models: it is independent of the mode of delivery. What matters is how well it is done.” Bates points out that there is a range of teaching design models that embed real world contexts into learning, namely problem-based learning, case-based learning, project-based learning, inquiry-based learning, cooperative (work- or community-based) education, and apprenticeships. §34 of the ‘Higher Education Qualifications Sub-Framework’ further states that “The selection of appropriate forms of work-integrated learning depends on the nature and purpose of the qualification type programme objectives and outcomes, the NQF level at which the WIL component is pegged, institutional capacity to provide WIL opportunities, and the structures and systems that are in place within professional settings and sites of practice to support student learning” (South African Government, 2014: 17). 

Bates (2014) acknowledges, “Advocates of experiential learning are often highly critical of online learning”, but argues, “online learning can be used very effectively to support or develop experiential learning”. In blended or flipped learning, for example, students can gather information by accessing online resources; students can further collaborate online, critique and evaluate each other’s work. Bates adds “experiential learning can be applied fully online, through a combination of synchronous tools such as a web conference, asynchronous tools such as discussion forums and/or social media for group work, and e-portfolios and multimedia for reporting”. Bates (2014) concedes, “Indeed, there are circumstances where it is impractical, too dangerous, or too expensive to use real world experiential learning.” However, real conditions could be simulated online to reduce the time to master a skill, says Bates. 

Dadze-Arthur and Raine (2016: 146) explain that “e-learning, also referred to as distance learning or online education, can be understood as learning that involves students doing all their classroom activities outside the traditional classroom, at a distance from their school or college, and supported by technology-based tools”. However, Beard, Wilson and McCarter (2007: 4) remark that a limited number of underpinning theories exist with regard to e-learning, which is often “technology-led rather than theory-led”. They coined the expression E²-learning with regard to the fusion between experiential learning and e-learning. Experiential-electronic learning (EE-Learning), the notion of ‘experiential learning in a distance-learning environment’, is generally to be understood as a combination of experiential learning and e-learning with the goal to create a strong, interactive learning community (Dadze-Arthur & Raine, 2016: 146). According to Baasanjav (2013: 576) the term “refers to the possibility of bringing together everyday experience and communication technologies”. Dadze-Arthur and Raine (2016: 146) simply uses experiential-electronic learning (EE-Learning), qualified as the notion of ‘experiential learning in a distance-learning environment’, which is generally to be understood as a combination of experiential learning and e-learning with the goal to create a strong, interactive learning community. 

Knud Illeris (2016: 201), inducted in 2006 to the ‘International Adult and Continuing Education Hall of Fame’ (2018) in the fields of continuing education and adult learning, remarks that ‘workplace learning’ and work-based learning’ taking place directly in the workplace “became popular slogans in the context of vocationally orientated education”. He indicates the paradoxical nature of this popularity in the light of historical trend that the bulk of curriculums were transferred from workplaces to formalised education. Illeris (2016: 202) points out “this has been absolutely clear: more and more schooling and less and less educational training at the workplaces”. Enterprises furthermore want education to be financed by the state. Karina de Bruin, a counselling psychologist and managing director of the JvR Academy, quoted by Hesse (2018) “Many jobs change dramatically over relatively short periods. Workers need to constantly update their existing skills and knowledge and acquire new skills and knowledge to ensure career success”. Whereas Illeris (2016) emphasise the need for lifelong learning during work life, with the view of continuously ‘upgrading’ the base qualifications of employees; de Bruin (in Hesse 2018) advocates self-directed learning and agility in order to survive and to keep aligned with the rapidly changing environment. 

Many aspects evolved since the beginning of the twentieth century, when cooperative education systems and sandwich education programmes were introduced in Northern America and Europe respectively, and subsequently spread internationally. Among the many changes, there had been an explosion of e-learning, say Arthur and Raine (2016), who indicates two main reasons. First is technological advances associated with the Internet that resulted in substantial affordable educational resources, networked learning, new ways in which knowledge is imparted, etc. The second reason is the importance of knowledge for economic growth. “At a time of budget constraints …” say Arthur and Raine (2016: 144) “… efficiency drives and a continuous emphasis on optimising value-for-money, the contemporary and emerging technologies offer unique opportunities for the education sector.” The emphasis on e-learning and diminishing opportunities for workplace learning as part of the curriculum, prompt the pursuance of simulations and educational alternatives to real-life experience, in order for graduates to gain competence. 

Baasanjav, U. (2013). Incorporating the experiential learning cycle into online classes. MERLOT Journal of Online Learning and Teaching, 9(4), 575—589.

Bates, T. (2014). Can you do experiential learning online? Assessing design models for experiential learning. Electronically accessible from https://www.tonybates.ca/2014/12/01/can-you-do-experiential-learning-online-assessing-design-models-for-experiential-learning/

Beard, C.; Wilson, J.P. & McCarter, R. (2007). Towards a Theory of e-Learning: Experiential e-Learning. Journal of Hospitality, Leisure, Sport and Tourism Education, 6(2), 3-15. https://pdfs.semanticscholar.org/95b4/bf51ed82edf9bb529574d65df250fb595df7.pdf

Dadze-Arthur, A. & Raine, J.W. (2016) Experiential Learning and Teaching at a Distance: How Distinctive an Experience? In Developing Public Managers for a Changing World. Published online: 19 Dec 2016; 141-159. Permanent link to this document: https://doi.org/10.1108/S2045-794420160000005008

Hesse, M. (2018). e-Learning your key to unlocking earnings. Published online in Personal Finance, 12 June 2018, https://www.iol.co.za/personal-finance/e-learning-your-key-to-unlocking-earnings-15441631?utm_source=facebook&utm_medium=social

Illeris, K. (2016). Working and learning, chapter 18, 201-216. In Learning, Development and Education, from learning theory to education and practice—the selected works of Knud Illeris. New York: Routledge.

South African Government (2014), Department of Higher Education and Training, Government Notice No 819. Higher Education Qualifications Sub-Framework. Government Gazette No. 38116, 17 October 2014 — §34 and §35, p. 17. Electronically accessible from http://www.gov.za/sites/www.gov.za/files/38116_gon819.pdf

 

Experiential learning in a distance e-learning context

Knud Illeris (2016: 201), inducted in 2006 to the ‘International Adult and Continuing Education Hall of Fame’ (2018) in the fields of continuing education and adult learning, remarks that ‘workplace learning’ and work-based learning’ taking place directly in the workplace “became popular slogans in the context of vocationally orientated education”. He indicates the paradoxical nature of this popularity in the light of historical trend that the bulk of curriculums were transferred from workplaces to formalised education. Illeris (2016: 202) points out “this has been absolutely clear: more and more schooling and less and less educational training at the workplaces”. Enterprises furthermore want education to be financed by the state. Illeris instead emphasise the need for lifelong learning during work life, with the view of continuously ‘upgrading’ the base qualifications of employees.

Many aspects evolved since the beginning of the twentieth century, when cooperative education systems and sandwich education programmes were introduced in Northern America and Europe respectively, and subsequently spread internationally. Among the many changes, there had been an explosion of e-learning, say Arthur and Raine (2016), who indicates two main reasons. First is technological advances associated with the Internet that resulted in substantial affordable educational resources, networked learning, new ways in which knowledge is imparted, etc. The second reason is the importance of knowledge for economic growth. “At a time of budget constraints …” say Arthur and Raine (2016: 144) “… efficiency drives and a continuous emphasis on optimising value-for-money, the contemporary and emerging technologies offer unique opportunities for the education sector.” The emphasis on e-learning and diminishing opportunities for workplace learning as part of the curriculum, prompt the pursuance of simulations and educational alternatives to real-life experience, in order for graduates to gain competence.

Dadze-Arthur and Raine (2016: 146) explain that “e-learning, also referred to as distance learning or online education, can be understood as learning that involves students doing all their classroom activities outside the traditional classroom, at a distance from their school or college, and supported by technology-based tools”. Unisa (2018) states that the university “is the largest open distance learning institution in Africa and the longest standing dedicated distance education university in the world”. It therefor makes sense that Unisa would favour simulations and other electronic facilitated experiential learning to actual placements of students.

Beard, Wilson and McCarter (2007: 4) remark that a limited number of underpinning theories exist with regard to e-learning, which is often “technology-led rather than theory-led”. They coined the expression E²-learning with regard to the fusion between experiential learning and e-learning. According to Baasanjav (2013: 576) the term “refers to the possibility of bringing together everyday experience and communication technologies”. Dadze-Arthur and Raine (2016: 146) simply uses experiential-electronic learning (EE-Learning), qualified as the notion of ‘experiential learning in a distance-learning environment’, which is generally to be understood as a combination of experiential learning and e-learning with the goal to create a strong, interactive learning community.

Bates (2014) responded to a colleague stating that experiential learning cannot be done online that “experiential learning is [indeed] like most design models: it is independent of the mode of delivery. What matters is how well it is done.” Bates points out that there is a range of teaching design models that embed real world contexts into learning, namely problem-based learning, case-based learning, project-based learning, inquiry-based learning, cooperative (work- or community-based) learning, and apprenticeships.

David Kolb’s cyclical theory (1984) is deemed synonymous with experiential learning. He synthesised three earlier models of learning through direct experience, namely the models of Dewey (1938), Lewin (1946) and Piaget (1972). Kolb argues that concrete real-life experiences (CE) provide a reference point for learning. Specific meanings and emotional stimuli in turn serve as material to consider and examine from a variety of perspectives, which entail reflective observation (RO). This in turn result in the looking for patterns, building concepts, testing of theories, and drawing logical conclusions about future implications, a process of abstract conceptualization (AC). People complete the cycle by drawing upon previous insights to solve problems and make decisions, the stage of active experimentation (AE). Kolb (1984) asserts that for learning to be effective in acquiring knowledge or skill, people need to engage fully in four successive stages. Dunlap, Dobrovolny and Young (2008) emphasise that Kolb’s cycle presents itself as scaffold in the design of E²-learning. As result of the transactional distance involved in e-learning, students easily experience real-world projects as frustrating, ineffective, and demoralizing. Kolb's model is therefore promoted as design-mould to provide structure and sequence for students.

In 2011, the South African Council on Higher Education (CHE) published ‘Work-Integrated Learning: Good Practice Guide’ (CHE, 2011), which differentiates several work-integrated learning (WIL) curricular modalities, as alternatives to actual workplace (WPL) or work-based learning (WBL) namely:

• Work-directed theoretical learning (WDTL), which entails theoretical forms of knowledge are introduced and sequenced in ways that meet both academic criteria and are applicable and relevant to the career-specific components
• Problem-based learning (PBL), a pedagogic approach that involves students learning through the structured exploration of a practice-based or research problem
• Project-based learning (PJBL), which brings together intellectual inquiry, real world problems and student engagement in relevant and meaningful work

34 (p. 17) of the South African ‘Higher Education Qualifications Sub-Framework’ (HEQSF, 2014) states that “In the HEQSF, WIL may take various forms including simulated learning [SWE], work-directed theoretical learning [WBTL], problem-based learning [PBL], project-based learning [PJBL] and workplace-based learning [WPL]”. §34 further states that “The selection of appropriate forms of work-integrated learning depends on the nature and purpose of the qualification type programme objectives and outcomes, the NQF level at which the WIL component is pegged, institutional capacity to provide WIL opportunities, and the structures and systems that are in place within professional settings and sites of practice to support student learning.” (acronyms added).

 

References:

Baasanjav, U. (2013). Incorporating the experiential learning cycle into online classes. MERLOT Journal of Online Learning and Teaching, 9(4), 575—589.

Bates, T. (2014). Can you do experiential learning online? Assessing design models for experiential learning Accessible from https://www.tonybates.ca/2014/12/01/can-you-do-experiential-learning-online-assessing-design-models-for-experiential-learning/

Beard, C.; Wilson, J.P. & McCarter, R. (2007). Towards a Theory of e-Learning: Experiential e-Learning. Journal of Hospitality, Leisure, Sport and Tourism Education, 6(2), 3-15. https://pdfs.semanticscholar.org/95b4/bf51ed82edf9bb529574d65df250fb595df7.pdf

Council on Higher Education (2011). Work-Integrated Learning: Good Practice Guide. HE Monitor No. 12, August 2011. Pretoria: IeCommunications. Electronically accessible from http://www.che.ac.za/sites/default/files/publications/Higher_Education_Monitor_12.pdf

Dadze-Arthur, A. & Raine, J.W. (2016). Experiential Learning and Teaching at a Distance: How Distinctive an Experience? In Developing Public Managers for a Changing World. Published online: 19 Dec 2016; 141-159. Permanent link to this document: https://doi.org/10.1108/S2045-794420160000005008

Dunlap, J; Dobrovolny, J; and Young, D (2008) Preparing e-Learning Designers Using Kolb's Model of Experiential Learning, Innovate: Journal of Online Education: Vol. 4: Iss. 4, Article 3. Available at: http://nsuworks.nova.edu/innovate/vol4/iss4/3

Illeris, K. (2016). Working and learning, chapter 18, 201-216. In Learning, Development and Education, from learning theory to education and practice—the selected works of Knud Illeris. New York: Routledge.

International Adult and Continuing Education Hall of Fame. (2018). About the Hall of Fame (https://www.halloffame.outreach.ou.edu/about.html), 2006 Hall of Fame Inductees (https://www.halloffame.outreach.ou.edu/by_year/HOF_2006.html), and Knud Illeris (https://www.halloffame.outreach.ou.edu/2006/illeris.html).

South African Government (2014). Department of Higher Education and Training, Government Notice No 819. Higher Education Qualifications Sub-Framework. Government Gazette No. 38116, 17 October 2014. Electronically accessible from http://www.gov.za/sites/www.gov.za/files/38116_gon819.pdf and/or http://www.che.ac.za/sites/default/files/publications/CHE%20-%20Higher%20Education%20Qualification%20Framework%20-%20EDITED%20171013.pdf