Delivering a work-integrated learning postgraduate course during COVID-19: Experiences, challenges and strategies

Prior, Sarah; Griffin, P; O'Brien, Lauri; Dam, PJ van

doi:10.1177/2382120520965253

Cited by 4 publications

(3 citation statements)

References 23 publications

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“…Students can expand their networks and forge valuable connections by engaging with industry stakeholders. Moreover, integrating technology into learning enables students to gain comprehensive and diverse educational experiences [8], [54], [55]. Students learn from textbooks or lectures, can engage directly in work practices, and connect with practitioners in their fields.…”

Section: Discussionmentioning

confidence: 99%

The synergy between workforce, students, and lecturers in collaborative learning

Marsofiyati,

Solihatin,

Situmorang

2024

IJERE

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This research focuses on applying technology in collaborative learning, specifically through online platforms that connect students and the workforce. It is objective is to enhance synergy among the workforce, students, and educators to improve learning quality. The case study methodology follows Creswell’s qualitative approach with five key steps: planning the case study; data collection; analysis; result interpretation; and reporting. The research explores innovative online platforms to create a comprehensive and diverse learning experience. Technology enables access to materials, virtual classrooms, e-books, mobile learning, and internship programs, fostering flexible and engaging education. Collaborative learning with workforce participation enhances effectiveness and skills. Students gain work experience related to their fields through active interaction with practitioners. At the same time, educators refine teaching methods and understand workforce demands-the synergy among the workforce, students, and educators’ mutually beneficial relationships. The workforce leverages student resources for problem-solving and innovation, while students enhance their networks. Educators gain input for curriculum improvement. The research enhances education quality, prepares students for the dynamic workforce, and aligns educational programs with industry demands. It emphasizes the importance of collaborative learning, integrating online platforms to increase skill development.

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Section: Discussionmentioning

confidence: 99%

The synergy between workforce, students, and lecturers in collaborative learning

Marsofiyati,

Solihatin,

Situmorang

2024

IJERE

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“…In a workintegrated learning postgraduate course in health care at the University of Tasmania in Australia, for instance, the online environment enabled the creation of flexible virtual projects tailored according to students' needs, experiences, and interests regardless of the challenges faced during COVID-19. These virtual projects also encouraged creativity, critical thinking, and adaptation to different learning styles (Prior et al, 2020). In India, new modes of learning have emerged in higher educational institutions as a response to the crisis during the pandemic.…”

Section: The Technology-enhanced Learning Environment In Higher Educa...mentioning

confidence: 99%

Faculty’s Pedagogical Knowledge for Technology-Enhanced Learning in Higher Education

Lamtara¹

2023

Intern. j., high. educ. pedag.

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The inexorable growth of technological use amidst the pandemic of COVID-19 strengthens the emerging new paradigm in education and accelerates the need for technology supported-pedagogical knowledge. The purpose of this paper is to examine how the principles of the four learning theories; behaviorism, cognitivism, constructivism, and connectivism, are implemented in the technology-enhanced learning environment to help faculty align their pedagogy and teaching methods with technology. To achieve this goal, a review is conducted to survey relevant literature concerning learning theories and pedagogical models. This review relies on four major bibliographic databases; Science Direct, Scopus, Web of Science, and Google Scholar through which a large number of articles are identified. Twenty-seven articles are selected according to the scope of the study. Then, a qualitative analysis is conducted to identify the four learning theories as they are implemented in the online environment. The proposed pedagogical framework classifies the four learning theories in a pyramid in a hierarchical order according to their adherence to the student-centered learning approach. Connectivism is placed at the top of the pyramid due to the wide opportunities it offers for learners’ autonomy, interactivity, and diversity. Constructivism precedes as it is also centered on learners allowing for knowledge construction.

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“…[50] It has been stated that one of the most critical difficulties experienced in the study is access to digital books. University failure to provide digital textbooks was shown as a challenge [51] It was stated that online education is a weak application in Ghana due to the lack of technical knowledge and technological tools used and the high costs of the internet infrastructure. [52] In the study, workload, role changes, home life changes, and project-specific delays were cited as problems.…”

Section: Descriptive Analysis Of Articlesmentioning

confidence: 99%

Online Education During the Pandemic: A Systematic Literature Review

Özdamlı

Karagozlu

2022

Int. J. Emerg. Technol. Learn.

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With the pandemic, there was an urgent transition to online education. In this process, challenges were experienced while benefiting from the opportunities of online education. This research aims to identify the existing literature on online education in higher education institutions during the pandemic and to highlight the opportunities and challenges reported in research in this process. The study was carried out as a systematic literature review. The results show that maintaining social distance and increased confidence in the effectiveness of e-learning are the main opportunities. The lack of practice, especially in medical applications, limited ICT resources, and pedagogical deficiencies in online environments are shown as challenges of online education during the pandemic. It is thought that this study will make significant contributions to the online education process post-pandemic. The results from this study reinforce previous study findings and identify research that will make the online learning process more effective. Based on the results obtained, suggestions are given for future online learning studies.

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Delivering a work-integrated learning postgraduate course during COVID-19: Experiences, challenges and strategies

Cited by 4 publications

References 23 publications

The synergy between workforce, students, and lecturers in collaborative learning

The synergy between workforce, students, and lecturers in collaborative learning

Faculty’s Pedagogical Knowledge for Technology-Enhanced Learning in Higher Education

Online Education During the Pandemic: A Systematic Literature Review

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