电子作业集成学习(eWIL)设计原则

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Charmaine Glavas, Lisa Schuster
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引用次数: 4

摘要

技术扩大了高等教育中工作结合学习(WIL)体验的可及性,这是许多大学的关键战略重点。尽管电子WIL (eWIL)计划的实施有所增长,但迄今为止还没有研究提供文献所要求的设计原则来指导这些计划的发展。为了解决这一差距,本研究采用了协同设计方法,对参与eWIL的本科生和研究生进行了16次访谈。提出了eWIL的四个设计原则,包括:(1)真实性,(2)技术集成,(3)有效的支持流程,(4)促进共同存在和关系建立。研究发现,学生和专家从现有文献中对设计原则的学术见解大致一致,然而,从访谈数据中可以看出,培养共同存在和建立关系的重要性,以及对eWIL背景下真实性的扩展理解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Design principles for electronic work integrated learning (eWIL)

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.

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来源期刊
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
期刊介绍: The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
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