学生和教育工作者对公平和在线工作综合学习的看法

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Australasian Journal of Educational Technology Pub Date : 2022-12-30 DOI:10.14742/ajet.7524
A. Bell, K. Bartimote, Nora Dempsey, Lucy Mercer-Mapstone, Gulwanyang Moran, J. Tognolini
{"title":"学生和教育工作者对公平和在线工作综合学习的看法","authors":"A. Bell, K. Bartimote, Nora Dempsey, Lucy Mercer-Mapstone, Gulwanyang Moran, J. Tognolini","doi":"10.14742/ajet.7524","DOIUrl":null,"url":null,"abstract":"Students from diverse backgrounds report that time pressures, financial responsibilities, caring commitments, and geographic location are barriers to their uptake of work integrated learning (WIL). Through interviews with 32 students and 15 educators who participated in online WIL, we investigated whether online WIL might be one way of overcoming these barriers. Benefits of online WIL for students included employability skills, meaningful work, affordability, and flexibility when coping with health issues. Challenges for students included missing out on workplace interactions, digital access, and finding a private space in which to work. Students from diverse backgrounds were viewed by educators as bringing positive contributions to the workplace. Educators found challenges in giving feedback and not being able to replicate some aspects of in-person workplaces. We conclude with recommendations on how online WIL might be enhanced to better meet the needs of students facing equity issues.\nImplications for practice and policy:\n\nAll participants in online WIL should be encouraged to intentionally view diversity as a strength.\nEducators need to create explicit opportunities for formal and informal interaction and network building during online WIL.\nEducators should provide engaging and purposeful work during online WIL.\nStudents may need additional financial or material support to undertake online WIL, for example to enable digital access and access to a private workspace.\n","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":3.3000,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Student and educator perspectives on equity and online work integrated learning\",\"authors\":\"A. Bell, K. Bartimote, Nora Dempsey, Lucy Mercer-Mapstone, Gulwanyang Moran, J. Tognolini\",\"doi\":\"10.14742/ajet.7524\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Students from diverse backgrounds report that time pressures, financial responsibilities, caring commitments, and geographic location are barriers to their uptake of work integrated learning (WIL). Through interviews with 32 students and 15 educators who participated in online WIL, we investigated whether online WIL might be one way of overcoming these barriers. Benefits of online WIL for students included employability skills, meaningful work, affordability, and flexibility when coping with health issues. Challenges for students included missing out on workplace interactions, digital access, and finding a private space in which to work. Students from diverse backgrounds were viewed by educators as bringing positive contributions to the workplace. Educators found challenges in giving feedback and not being able to replicate some aspects of in-person workplaces. We conclude with recommendations on how online WIL might be enhanced to better meet the needs of students facing equity issues.\\nImplications for practice and policy:\\n\\nAll participants in online WIL should be encouraged to intentionally view diversity as a strength.\\nEducators need to create explicit opportunities for formal and informal interaction and network building during online WIL.\\nEducators should provide engaging and purposeful work during online WIL.\\nStudents may need additional financial or material support to undertake online WIL, for example to enable digital access and access to a private workspace.\\n\",\"PeriodicalId\":47812,\"journal\":{\"name\":\"Australasian Journal of Educational Technology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.3000,\"publicationDate\":\"2022-12-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Australasian Journal of Educational Technology\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.14742/ajet.7524\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Australasian Journal of Educational Technology","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.14742/ajet.7524","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

来自不同背景的学生报告说,时间压力、经济责任、照顾义务和地理位置是他们接受工作综合学习(WIL)的障碍。通过对参加在线WIL的32名学生和15名教育工作者的采访,我们调查了在线WIL是否是克服这些障碍的一种方法。在线WIL为学生带来的好处包括就业技能、有意义的工作、负担能力和应对健康问题的灵活性。学生面临的挑战包括错过工作场所的互动、数字访问和寻找私人工作空间。教育工作者认为,来自不同背景的学生为工作场所做出了积极贡献。教育工作者发现,在提供反馈方面存在挑战,无法复制现场工作的某些方面。最后,我们就如何加强在线WIL以更好地满足面临公平问题的学生的需求提出了建议。对实践和政策的影响:应鼓励所有在线WIL的参与者有意将多样性视为一种优势。教育工作者需要为在线WIL期间的正式和非正式互动以及网络建设创造明确的机会。在线WIL期间,教育工作者应提供引人入胜且有目的的工作。学生可能需要额外的经济或物质支持才能进行在线WIL,例如,实现数字访问和访问私人工作空间。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Student and educator perspectives on equity and online work integrated learning
Students from diverse backgrounds report that time pressures, financial responsibilities, caring commitments, and geographic location are barriers to their uptake of work integrated learning (WIL). Through interviews with 32 students and 15 educators who participated in online WIL, we investigated whether online WIL might be one way of overcoming these barriers. Benefits of online WIL for students included employability skills, meaningful work, affordability, and flexibility when coping with health issues. Challenges for students included missing out on workplace interactions, digital access, and finding a private space in which to work. Students from diverse backgrounds were viewed by educators as bringing positive contributions to the workplace. Educators found challenges in giving feedback and not being able to replicate some aspects of in-person workplaces. We conclude with recommendations on how online WIL might be enhanced to better meet the needs of students facing equity issues. Implications for practice and policy: All participants in online WIL should be encouraged to intentionally view diversity as a strength. Educators need to create explicit opportunities for formal and informal interaction and network building during online WIL. Educators should provide engaging and purposeful work during online WIL. Students may need additional financial or material support to undertake online WIL, for example to enable digital access and access to a private workspace.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Australasian Journal of Educational Technology
Australasian Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
7.30%
发文量
54
审稿时长
36 weeks
期刊最新文献
How to sustain a centralised approach to learning design Privacy versus pedagogy – students’ perceptions of using learning analytics in higher education Access and Participation: The use of Technologies as tools for Inclusion by Spanish University Lecturers The effects of visualisation literacy and data storytelling dashboards on teachers’ cognitive load Students got mail: Do students read semi-tailored emails and what is the impact?
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1