Using Simulations to Improve Skills Needed for Work-Integrated Learning before and during COVID-19 in Namibia

Autor/inn/en	Iipinge, Selma M.; Batholmeus, Petrina N.; Pop, Carva
Titel	Using Simulations to Improve Skills Needed for Work-Integrated Learning before and during COVID-19 in Namibia
Quelle	In: International Journal of Work-Integrated Learning, 21 (2020) 5, S.531-543 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2538-1032
Schlagwörter	Foreign Countries; College Students; Student Attitudes; Job Skills; Job Training; Simulation; Work Experience Programs; Skill Development; COVID-19; Pandemics; Online Courses; Business Administration Education; Career Readiness; Communication Skills; Professionalism; Leadership; Teamwork; Problem Solving; Critical Thinking; Assertiveness; Time Management; Learning Motivation; Accountability; Namibia + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Schülerverhalten; Produktive Fertigkeit; Berufsqualifizierender Bildungsgang; Simulation program; Simulationsprogramm; Kompetenzentwicklung; Qualifikationsentwicklung; Online course; Online-Kurs; Kommunikationsstil; Professionalität; Führung; Führungsposition; Problemlösen; Kritisches Denken; Zeitmanagement; Motivation for studies; Lernmotivation; Verantwortung
Abstract	This article explores Namibian students' perception of work-integrated learning (WIL) readiness skills developed from an offline and online business simulation course, pre and during the COVID-19 pandemic, as well as the use of simulations to prepare students for WIL placements. The findings indicate that both versions of the business simulation were able to inculcate WIL readiness skill in the students and that students perceive learning tools, such as the business simulation course, appropriate in developing the skills needed for WIL. Skills including communication, professionalism, leadership, teamwork, analytical, problem solving, critical thinking, assertiveness, time management, willingness to learn, attention to detail, diversity and accountability were more significantly developed in the offline business simulation than in the online version. It is thus highlighted in the study that pedagogical and content related strategies that can enhance online business simulations be considered. (As Provided).
Anmerkungen	New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01