A Review of the Basic Elements, Organizational and Theoretical Foundations of Work-Based Learning (Wbl) in the Higher Education

Talbot, Jon; Costley, Carol; Дремина, М. А.; Kopnov, V. A.

doi:10.17853/1994-5639-2017-6-91-118

Cited by 5 publications

(3 citation statements)

References 25 publications

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“…Regarding countries with the highest percentage of articles in these years, the UK has more than 48.0% of the total publications, followed by Australia (15.1%) and the US (11.0%). This expressive number may relate to the use of WBL in the UK and other English-speaking countries for more than 30 years at higher education level (Stern, 1999;Wearne et al, 2015;Symonds and O'sullivan, 2017;Talbot et al, 2017b;Talbot et al, 2017a;Hardwick-Franco, 2018). However, it is noteworthy a predominance of European countries generating and publishing knowledge on WBL (Jansen and Pineda-Herrero, 2019;Loos, 2007).…”

Section: Resultsmentioning

confidence: 99%

A worldwide bibliometric and network analysis of work-based learning research

Bezerra

Mota

Comarú

et al. 2020

HESWBL

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PurposeDuring the last few years there has been an increase of interest in work-based learning (WBL), which can be understood as a process of both developing workplace skills and promoting labor force productivity. This paper aims to map the scientific landscape related to WBL research worldwide.Design/methodology/approachcombined bibliometrics and network analysis techniques to analyze data of scientific publications related to WBL indexed at the Web of Science (WoS) Core Collection.Findingsresults show an increase of publications over time: Education & Educational Research as the most frequent research area to which the articles were assigned, the UK and Australia as the main countries and Monash University (Australia) and Middlesex University (England) as the main organizations producing knowledge on WBL.Originality/valueBy offering a global scientific landscape of WBL research published so far, the authors aimed to contribute to future academic debates and studies in this field of knowledge.

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Section: Resultsmentioning

confidence: 99%

A worldwide bibliometric and network analysis of work-based learning research

Bezerra

Mota

Comarú

et al. 2020

HESWBL

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“…The possibility of the active training of low-skilled workers directly at the workplace is also part of the fusion of pedagogy and production [32]. In the case of Industry 4.0, there is not a need to be ready to manage a simple or more complex mechanism, but to interact with the digital environment, which makes most of the decisions independently or offers the human operator solution options [19].…”

Section: Discussionmentioning

confidence: 99%

Integration of Pedagogical and Production Factors in the Process of the Formation of Industry 4.0

Чапаев¹,

Акимова²,

Dorozhkin³

et al. 2021

TEM Journal

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The rapid development of Industry 4.0 as a result of the Fourth Industrial Revolution brings back the relationship of pedagogy and production to mutual integration that has been their characteristic since ancient times. The study revealed high digital readiness of students (4.24 according to the student assessment and 2.82 according to the teacher assessment on a 5- point scale) and very low readiness of production to accept integrated learning (1.68 and 2.67, respectively), as well as the poor digitalization of the educational process according to the students and teachers, who are more closely familiar with the reality of production (2.03 and 2.45, respectively).

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“…This approach has become widespread in the US and European countries in the form of the professional oriented system of education in the middle and higher school (work-based learning), which provides correlation between the secondary schools and professional institutes. Moreover, it helps to solve the problem of the students' necessary personal and professional qualities development in order to achieve high results in their future career [14][15][16][17][18].…”

Section: Introductionmentioning

confidence: 99%

Productive Model of Foreign Languages Learning: Realities and Prospects

Rubtsova¹,

Almazova²

2019

Proceedings of the International Conference Communicative Strategies of Information Society (CSIS 2018)

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The article is devoted to the problem of increasing professionally-oriented foreign language learning productivity in higher school. We study the content of productive foreign language education and the development of the appropriate methodical model that allows updating educational resources in this scientific field. The purpose of the article is to determine the leading principles, methodological conditions and technological features of the productive foreign language learning by analyzing the modern pedagogical practice, to develop the concept of the productive approach and the appropriate methodological model as the contemporary educational format. To substantiate the relevance of the study, a content analysis of educational programs was conducted, which made it possible to draw conclusions about the possibility of introducing the productive approach into the educational process. Theoretical and practical aspects of the studied issue were investigated in the process of the productive approach implementation. Based on the results of the experimental training, the obtained data were subjected to analysis and openly discussed with teachers and students. The authors use methods of scientific and pedagogical research: system-structural analysis, synthesis, research analytics, generalization of experience and experimental work. Practical results showed the effectiveness of the proposed methodological model. Among the fundamental provisions of the productive approach in the field of foreign language education, key practice-oriented methodological principles have been singled out as the basis for the methodical model of the productive foreign language education development. We achieved high educational results by the productive approach implementation in the educational process. Thus practical significance of the research is provided by determining the content and conditions of teaching foreign languages and the methodological possibilities of applying this approach in higher education. It makes it possible to use the productive approach in universities of different profiles with the prospect of further developing this methodology in various educational contexts. The results of the research can serve as a renewal of methodological resources in the field of foreign language education in higher school. The productive approach can be introduced into the learning process as a basic element of the implementation of the competence paradigm of education.

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A Review of the Basic Elements, Organizational and Theoretical Foundations of Work-Based Learning (Wbl) in the Higher Education

Cited by 5 publications

References 25 publications

A worldwide bibliometric and network analysis of work-based learning research

A worldwide bibliometric and network analysis of work-based learning research

Integration of Pedagogical and Production Factors in the Process of the Formation of Industry 4.0

Productive Model of Foreign Languages Learning: Realities and Prospects

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