Online work-based learning: A systematic literature review

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-08-01 DOI:10.1007/s11159-023-10008-y
Bart Rienties, Blazenka Divjak, Francisco Iniesto, Katarina Pažur Aničić, Mirza Žižak
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Abstract

Abstract It is widely acknowledged that graduates need to develop skills and competences beyond the theoretical knowledge nurtured within higher education curricula. In the last twenty years there has been an increased interest in supporting learners with work-based learning (WBL) (e.g. apprenticeships, practice-based lab sessions, project-based learning). The experience of COVID-19-related lockdowns has ignited a push to support and provide these opportunities for skills development online. In this systematic literature review, the authors explored (1) which innovative technologies and online WBL typologies are implemented in online WBL in higher education; and (2) to what extent there is evidence that online WBL is effective. From an initial pool of 269 studies identified from two datasets, the authors selected thirteen studies which implemented and evaluated online WBL. In total, 1,015 respondents were included in these studies ( M = 84.58, SD = 118.28, range: 7–390). The authors’ findings indicate that most studies used descriptive, qualitative approaches to explore the lived experiences of participants, mostly from Australia. Substantial differences were found in the designs of online WBL practices and technologies, although there was limited robust evidence of effectiveness due to a lack of evidence-based evaluation approaches. The authors encourage WBL researchers to be more precise in their design parameters of online WBL, and to consider (quasi)experimental designs to measure the impact of their approaches.

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在线工作学习:系统的文献综述
摘要:人们普遍认为,毕业生需要在高等教育课程中培养理论知识之外发展技能和能力。在过去的二十年里,人们对支持学习者以工作为基础的学习(WBL)(例如学徒制、基于实践的实验室课程、基于项目的学习)的兴趣越来越大。与covid -19相关的封锁经验引发了支持和提供这些在线技能发展机会的推动。在系统的文献综述中,作者探讨了(1)哪些创新技术和在线WBL类型在高等教育在线WBL中实施;(2)有多少证据表明在线WBL是有效的。从两个数据集中确定的269项初步研究中,作者选择了13项实施和评估在线WBL的研究。这些研究共纳入1,015名受访者(M = 84.58, SD = 118.28,范围:7-390)。作者的发现表明,大多数研究使用描述性、定性的方法来探索参与者的生活经历,这些参与者大多来自澳大利亚。尽管由于缺乏基于证据的评估方法,有效性的有力证据有限,但在线WBL实践和技术的设计存在实质性差异。作者鼓励WBL研究人员在他们的在线WBL设计参数上更加精确,并考虑(准)实验设计来衡量他们的方法的影响。
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来源期刊
INTERNATIONAL REVIEW OF EDUCATION
INTERNATIONAL REVIEW OF EDUCATION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.60
自引率
6.20%
发文量
45
期刊介绍: The International Review of Education – Journal of Lifelong Learning (IRE) is edited by the UNESCO Institute for Lifelong Learning, a global centre of excellence for lifelong learning and learning societies. Founded in 1955, IRE is the world’s longest-running peer-reviewed journal of comparative education, serving not only academic and research communities but, equally, high-level policy and practice readerships throughout the world. Today, IRE provides a forum for theoretically-informed and policy-relevant applied research in lifelong and life-wide learning in international and comparative contexts. Preferred topic areas include adult education, non-formal education, adult literacy, open and distance learning, vocational education and workplace learning, new access routes to formal education, lifelong learning policies, and various applications of the lifelong learning paradigm.Consistent with the mandate of UNESCO, the IRE fosters scholarly exchange on lifelong learning from all regions of the world, particularly developing and transition countries. In addition to inviting submissions from authors for its general issues, the IRE also publishes regular guest-edited special issues on key and emerging topics in lifelong learning.
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