Learning in vivo

Workplace learning (WPL) and work-related learning (WRL) are associated with training activities such as continuing professional development (CPD)

Workplace learning (WPL) and work-related learning (WRL) “are more associated with training activities such as continuing professional development (CPD) courses.” Say Gerhardt and Mackenzie-Philps (2018: 409) They remark that “terms are [often] used extensively interchangeably with conflicting conceptualisations” which may results in confusion.

Gerhardt and Mackenzie-Philps (2018: 409) indicate that work integrated learning (WIL) is “a more encompassing term”, meaning including entirely or comprehensively, and differentiate “work-based learning (WBL) is what is learnt by working, by the actual undertaking of work activities”. It “questions the more traditional notion that knowledge is held and transferred by the privileged few through formal situations in pre-determined ways” and “specifically, enables accelerated access through transferable skills, initial professional preparation for the ‘real world’, explicit contextual professional development and the use of problem-based learning” (PBL). In contrast “to workplace learning (WPL) and work-related learning (WRL)”, WBL is furthermore linked “to academic learning and programmes”, they say.

They remark further that “generally, WIL are structured programmes of learning where work skills are practised or experienced in a work-like environment”; and elaborate that “only WBL is attached to an academic programme or course”. They indicate that “WIL will often involve online and blended learning (OBL) modes of delivery” or multimodal learning, because such modes “allows working adults access to learning anywhere at any time”. A positive correlation has been found “a between technology usage and the individual development of skills, knowledge, and productivity, i.e. self-efficacy.” (Gerhardt & Mackenzie-Philps, 2018: 409).

“Online technologies and social media innovations … enable progression as it facilitates access wherever you are”. Furthermore “virtual learning environments (VLEs) or learning management systems” (LMSs) as educational space, enhance learning say Gerhardt and Mackenzie-Philps (2018: 410) because of their popularity “among students as they ‘coordinate many different aspects of your study and can generally be used in flexible ways, when and where you choose’”. The VLE/LMS lend itself to facilitating communication; providing training, teaching material and resources; serving as self-testing and assessment portholes or as mediating tools; and supporting inter/tra-action and collaboration. Social networking sites (SNSs) “can further enhance learning, collaboration and engagement and can include forums, weblogs, social networks, video, images and podcasts”

Gerhardt, T. & Mackenzie-Philps, L. (2018). The challenges and opportunities of ICT in WIL, A case study among priests exploring the correlation and trajectory between effective WIL and ICT pervasiveness. Higher Education, Skills and Work-Based Learning, 8(4), 408-421. DOI 10.1108/HESWBL-07-2017-0045

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).

Widened definition of 'virtual learning environment' (VLE)

Eisenberdt (2021: 124) indicates that initially virtual learning environment (VLE) was understood as a synonym for a learning management system (LMS), constructed based on the client-server architecture, and cites the Cambridge Dictionary definition, namely ‘a system for learning and teaching using the internet and special software’. He also cites Wrycza’s (2010) definition: “a system supporting the administration, organization and conduct of e-learning training with the use of tools for creating educational materials and online communication”, which reflects a widening of the notion VLE. Eisenberdt (2021: 124) indicates that the understanding of this term has changed over time to integrate separate tools, “distributed architecture and cloud computing, and sometimes even artificial intelligence technology”, concluding by citing Dillenbourg (2000) that ‘the virtual learning environment is a designed information space’, capturing the essence.

Top Hat Monocle, Inc. (n.d.), a Canadian developer of interactive learning software, states that a “virtual learning environment refers to a system that offers educators digitally-based solutions aimed at creating interactive, active learning environments”. Top Hat adds that VLEs enable creation, storage and dissemination of content; the planning of courses and lessons; and fostering communication between students and lecturers (through online interaction, digital communication, and quizzes or polls). Top Hat state that VLEs “are often part of a higher education institution’s wider learning management system (LMS)”, an online-based platform that provides students and lecturers with “digital solutions that enhance the learning experience”, harnessing technology to supplement learning.

The table below portray the VLEs at six Polish universities, each with more than 10 years traditions of e-learning. Eisenberdt (2021: 131-2) found many similarities, such as all “use the Moodle e-learning platform and Office 365 as a cloud computing solution”. However, also differences, with regard to the student service system, in that University Study-Oriented System (USOS, https://www.usos.edu.pl/) is popular with most public universities; but dedicated systems are also used. For “synchronous communication, Microsoft Teams and Zoom are most often employed in teaching”, but also other systems. “The most popular virtual desktop tool is VDI – IBM VMware Horizon”, but not the only option. The selection of VLE elements probably consequential, based on “previously selected solutions or the choice between popular and recommended systems”.

Source: Part of Table 2, Eisenberdt (2021: 131)

Eisenberdt, T. (2021). Virtual learning environments as a remedy for universities against the COVID-19 Pandemic Crisis. Problemy Zarządzania (Management Issues), 19(3), 122–137. https://doi.org/10.7172/1644-9584.93.6.

Top Hat. (n.d.). Glossary of Higher Ed. https://tophat.com/glossary/v/virtual-learning-environment/.Top Hat Monocle, Inc. (Toronto, Ontario, Canada) develops interactive classroom software. The Company allows for students to use various mobile devices to participate in polls, quizzes, interactive demonstrations, open ended discussions, and learning management systems within classrooms.

Meaning of the notion ‘virtual learning environment’ (VLE) and some concerns

What is meant by the notion ‘virtual learning environment’ (VLE)? Flavin and Bhandari (2021: 165) state VLEs, “otherwise known as learning management systems [LMSs], are established technologies that have been supporting learning and teaching in higher education for over 20 years”. Due to the COVID-19 pandemic, distance learning has increasingly become the norm, making it timely to reflect on the VLE they say. Flavin and Bhandari (2021: 164) analysed and coded 99 peer reviewed academic journal articles, identified and classified the research method and focus of each, as well as the specific brand of VLE. They found most output “to be quantitative, to focus on students and on the micro level of learning and teaching, to not have a clear theoretical focus, to not specify which brand of VLE is used, and to be produced in affluent countries”. In the late-1990s VLE systems began to spread and swiftly became a status symbol of innovation, enabling anytime, anywhere access. VLEs held the potential to transform teaching and learning, enabling both synchronous and asynchronous collaboration, regardless of spatial and temporal boundaries. However, because of the initial limited use in practice to mainly store content, metaphors for VLEs included ‘security blanket’, ‘crutch’, and ‘electronic filing cabinet’.

VLEs, such as ClassFronter (a Norwegian system), WebCT and Blackboard (which merged, trading in the latter name), Moodle (head office is in Australia) “are customarily produced in affluent countries [and] exported worldwide”. Technologies are expensive and use of digital technology in higher education, a multi-billion dollar business. The adoption of “commercial marketplace norms”, may not only “undermine core functions and values of education”, but the “design features of VLEs [also] prompt culturally specific forms of learning”, say Flavin and Bhandari (2021: 166). The influence of western countries and universities abroad—a group of universities in the United States, for example, developed Sakai—further dominate curricula and methodologies and hold the danger that VLEs may politically and technically “reproducing geopolitical structures and imbalances of wealth and power”, say Flavin and Bhandari (2021: 167). They therefore (p. 176) caution about ‘digital colonialism’ and ‘colonial pedagogy’ through dominance by affluent countries.

Flavin and Bhandari (2021: 174) mention the scarcity of theoretical lenses used in articles analysed, and mention that very few articles declared any explicit. The image below reflect four, of which the most popular theoretical lens the ‘Technology Adoption Model’, which is not an educational lens, but “not surprising, as this model analyses how people engage with technologies and the criteria they apply to evaluate technologies’ usefulness” (p. 175). Another theoretical lens is the ‘Community of Practice Theory’, which “is suitable for analysing VLEs from a social perspective and monitoring learners’ progress in learning communities, as the theory focuses on how learning communities evolve and on how people establish effective identities in communities of practice”. A third theoretical lens is ‘Activity Theory’, “is more suitable for analysing technical and social aspects of technologies and how they interact, by anatomizing systems into interactive nodes”. The fourth mentioned is ‘Grounded Theory’, which pertains to analysis of data collected.

Flavin, M. & Bhandari, A. (2021). What We Talk About When We Talk About Virtual Learning Environments. International Review of Research in Open & Distance Learning, 22 (4), 164-193. DOI: https://doi.org/10.19173/irrodl.v23i1.5806

Virtual learning environments (VLEs) could potentially accelerate a significant increase in knowledge

Cunha, Terreri and Len (2020) report on research with regard to the success of a virtual learning programme with regard to paediatric rheumatology in Brazil. They start off by sketching the background and scope of the need for training of resident medical practitioners, who are responsible for the first care of children as it would cause delays in referral, diagnosis and treatment if inadequately trained. Medical educators have since the 1960s developed computerized education and virtual learning environments (VLEs), which “stand out as a safe and potential tool in the literature, supporting the teaching-learning process”, Cunha, Terreri and Len (2020: 2) remark. They outline the approach to the training:

• teachers of reference services in paediatric rheumatology and paediatricians were invited to each suggest ten topics considered of utmost practical significance to the training
• after all the submissions were accrued, the original participants were sent a Survey Monkey assessment and asked to rate the 36 topics suggested in the first request using a Likert scale from 1 to 7 (1 = strongly disagree and 7 = strongly agree)
• after statistical analysis six themes emerged:
  • History and physical examination in rheumatology
  • Warning signs that may indicate rheumatic disease
  • Musculoskeletal pain in childhood
  • Differential diagnosis of acute arthritis
  • Vasculitis: Kawasaki disease and Henoch-Schonlein purpura
  • Juvenile idiopathic arthritis
• a specialized system analyst used ASP.NET 4 associated with the Bootstrap framework to build the web system, making use of a Microsoft SQL Server 2012 database
• a trained and qualified in paediatric rheumatologist created video lessons and interactive clinical case sessions, which were reviewed by professors in the field
• freely accessible scientific articles were selected to complement the teaching
• the virtual learning environment, of each module, comprised a ten to 25 minutes of video lecture, an interactive case study and the mentioned scientific articles
• residents in training could only change modules after watching each video class in full and having answered the entire interactive case report

Cunha, Terreri and Len (2020: 7) observed Paediatric Rheumatology VLE to be an effective tool that brought about a significant increase in knowledge. They conclude that the internet has ushered in a new era, allowing for “students to quickly access information and virtual learning environments”, but remark that “not all educational sites are equally effective”.

Cunha, A.L.C., Terreri, M.T., & Len, C.A. 2020. Virtual learning environment in pediatric rheumatology for pediatric residents. Revista Paulista de Pediatria, 38. Accessed electronically from http://dx.doi.org/10.1590/1984-0462/2020/38/2018189