Search Results for
"learning"

This article presents a thematic and bibliometric analysis of articles (n = 222) published in the International Journal of Work-Integrated learning from 2018 to 2023. The thematic analysis revealed eight key themes on which the work-integrated learning (WIL) research community has focused. An analysis of research methodologies shows a bias toward qualitative inquiry. An analysis of authorship revealed an overwhelming representation of authors from developed, English-speaking nations (e.g., Australia and Canada), a high occurrence of multi-authorship (85% of articles), a lower occurrence of multi-institutional authorship (39% of articles) and even lower occurrence of multinational authorship (12% of articles). The findings will be useful for WIL scholars seeking to situate their research agendas in contemporary issues of interest to the WIL research community. They also reveal several gaps in approaches to WIL research and collaboration, thus emphasizing the need for the WIL community to expand the research methodologies and global representation. © 2024 International Journal of Work-Integrated learning. All rights reserved.

This article problematizes the impact of the organization of work-integrated learning (WIL) teacher education on student teachers’ learning at university. The perceptions of university teachers on WIL student´s potential for learning within university-based components are explored. The theoretical perspective of boundary crossing is used to conceptualize what this organization of WIL teacher education entails. Qualitative data was gathered through semi-structured interviews and the analysis revealed that this way of organizing teacher education provides additional benefits for students´ learning at university, but also presents obstacles. When WIL student teachers become central participants in workplaces, it has implications for their campus-based education. These students shift positions, identify themselves as ready teachers, de-identify themselves as students, and demand something else from university studies. This leads to a shift for university teachers who reconceptualize their practices and reevaluate how they can accommodate these student teachers’ acute needs without compromising course content. © 2024 International Journal of Work-Integrated learning. All rights reserved.

To understand graduate employability, this paper uses a landscape of practice (LofP) lens, and methods including narrative frames, observations, and interviews to interpret capability development and identity construction of learners in a work-based learning masters program. It argues that learners enhance employability, capabilities, and knowledge through mutual engagement in practices of their communities of practice (CofP). Furthermore, it showcases that this process is enacted through learners’ membership and negotiating boundaries of their community as they move from one community to another within their LofP. It then re-examines the definition of capability and argues that capability should be understood as a social construct through which individuals participate in the practices of their CofP and express knowledgeability of community norms and practices. It concludes that individuals build capabilities through a process involving problem solving, negotiation and learning, resilience, and reflection on their own and other members’ actions as they engage in interactions. © 2024 International Journal of Work-Integrated learning. All rights reserved.

Assessment and feedback remain one of the biggest challenges when designing work-integrated learning (WIL) programs. Motivated by the paucity of student-facing research, this study explores the student experiences of assessment and feedback on work-placement modules across a variety of programs within a single university. Two hundred and seventy students from different disciplines who had completed a work-placement module the previous academic year participated by contributing quantitative and qualitative data via a survey. The data reveals that, both within and across programs, participants found assessment divisive. For some, assessment supported employability and the development of key graduate attributes while others reported that the assessment process did not support learning, as it was not relevant, or distracting. The findings reveal a gap between the theory and practice of how authentic assessment is actualized across a range of work-placement modules and carry practical implications for higher education institutions striving to enhance WIL experiences. © 2024 International Journal of Work-Integrated learning. All rights reserved.

This study explores workplace supervisors’ perceptions of student mental health during their work-integrated learning (WIL) programme and their role in supporting these students. Research methods involved analyzing online survey (n = 80) results and semi-structured recorded interviews (n = 11) with supervisors from the MSc WIL programme (Nutrition and Dietetics) at Massey University, New Zealand. Supervisors noted student’s mental health being influenced across individual-, relationship- and organizational areas. However, most supervisors (69%) only felt ‘somewhat confident’ or ‘not confident at all’ in recognizing signs of anxiety and depression, and almost all (92%) had no formal mental health training. Supervisors supported student mental health during WIL by creating a sense of belonging for students within the workplace, using appropriate supervisory styles which align with mentoring and coaching techniques, and adopting culturally responsive supervision. Potential strategies identified to support workplace supervisors in their role were mental health first aid and resilience training. © 2024 International Journal of Work-Integrated learning. All rights reserved.

This research seeks to examine the integration and relative significance of the hard skills necessary for Metaverse development, with a particular focus on their impact on project outcomes. Adopting a qualitative methodology grounded in grounded theory, the study conducted semi-structured interviews with 10 Metaverse managers, 10 animation educators, and 10 animation students. The findings indicate that 3D modelling, animation character and scene design, and virtual reality software are regarded as the most essential skills for the success of Metaverse projects, as they significantly enhance user immersion and engagement. Model mapping, animation special effects, and scriptwriting were considered of moderate importance, while video editing was viewed as less critical. These results address a gap in the existing literature by providing a comprehensive understanding of how various skills are prioritised and integrated into practice. The originality of this study lies in its holistic approach to analysing skill requirements from multiple stakeholder perspectives, offering actionable insights for educational programmes and industry practices. By addressing these gaps, the research contributes valuable knowledge to both the academic field and the Metaverse development industry, informing curriculum design and project management strategies. © (2024), (Herald Academic Ltd and Organizational Ergonomics). All rights reserved.

Micro-credentials, which offer smaller certifications for specific skills and competencies, are becoming relevant in today’s job market. When combined with artificial intelligence, these credentials can be personalized and tailored to individual learners, assessing their strengths and areas for improvement. AI can also facilitate the creation and management of these micro-credential programs, ensuring they meet industry demands and educational standards. Further exploration into this area may help enhance learner engagement while providing a flexible, accessible pathway for individual skill development. Integrating Micro-Credentials With AI in Open Education provides current insights into the rapidly evolving field of micro-credentials, with a particular focus on emerging technologies, processes, and applications. It offers an extensive exploration of micro-credentials from various perspectives, including their design, development, application in different educational and professional contexts, and integration with cutting-edge technologies like AI and MOOCs. This book covers topics such as distance learning, higher education, and learning analytics, and is a useful resource for computer engineers, education professionals, curriculum designers, scientists, academicians, and researchers. © 2025 by IGI Global Scientific Publishing. All rights reserved.

This chapter explores the integration of micro-credentials within vocational and professional training, emphasising the transformative potential when combined with artificial intelligence (AI). Micro-credentials offer flexible, skill-specific certifications that align closely with the evolving demands of the workforce, providing rapid upskilling and targeted competency development. By leveraging AI, these credentials can be enhanced through personalised learning pathways, efficient assessment methods, and secure validation processes. This synergistic approach not only supports lifelong learning and continuous professional development but also addresses the dynamic needs of the 21st-century job market, fostering a more adaptive and skilled workforce. © 2025 by IGI Global Scientific Publishing. All rights reserved.

Distance learning has become more popular during the COVID-19 years and the micro-credentials (MCs) has been accepted widespread as an alternative to traditional degree programs. Higher Education Institutions play a critical role in the creation of MCs, taking into account the needs of learners and industry requirements. Hence, it is important to understand and develop this field due to the complexity and diversity of factors that influence the structuring of MCs in distance learning. Moreover, different stakeholders have various influences and priorities on the design, implementation, and adoption of MCs. Therefore, this chapter aims to explore the factors influencing the structuring of MCs in distance learning, considering multiple stakeholders’ perspectives. Using the MICMAC method, factors are categorized into influential, key, dependent, and autonomous groups, offering a comprehensive factor map. The chapter concludes with recommendations for effectively structuring MCs in distance learning, addressing both challenges and opportunities to enhance their impact and integration. © 2025 by IGI Global Scientific Publishing. All rights reserved.

Understanding decimal place value is a key challenge for students with learning Difficulties (LD) in mathematics. This study explores the impact of AI-powered ChatGPT, on enhancing learning during the COVID-19 pandemic. Fifty-four sixth-grade students with learning difficulties from six Greek elementary schools engaged with the interactive platforms Khan Academy and DreamBox, with personalized support from ChatGPT. Results revealed significant improvements in decimal place value comprehension post-intervention. Additionally, this research investigated how AI-powered adaptive platforms enhance the effectiveness of micro-credentials in certifying student achievements and upskilling mathematics teachers. The study highlights the potential of micro-credentials to improve pedagogy in technology-driven learning environments. By integrating AI tools and micro-credentials, this study offers insights into how educators can better support students with LD and the importance of micro-credentials in validating learning progress and advancing teachers' skills in the digital age. © 2025 by IGI Global Scientific Publishing. All rights reserved.