Design principles for electronic work integrated learning (eWIL)

Abstract

Technology extends the accessibility of work integrated learning (WIL) experiences in higher education – a key strategic priority for many universities. Despite growth in the implementation of electronic WIL (eWIL) initiatives, to date no studies provide design principles to guide development of these initiatives as called for by the literature. To address this gap, this research uses a co-design approach with sixteen interviews with undergraduate and postgraduate students who had participated in eWIL. Four design principles for eWIL are proposed, including (1) authenticity, (2) integration of technology, (3) effective support processes, and (4) fostering of co-presence and relationship building. The study found student and expert academic insights from extant literature on design principles generally aligned, however, the importance of fostering co-presence and relationship building emerged from the interview data along with an expanded understanding of authenticity within the eWIL context.