An Inclusive Multifaceted Approach for the Development of Electronic Work-Integrated Learning (eWIL) Curriculum

Autor/in	Gamage, Ancy
Titel	An Inclusive Multifaceted Approach for the Development of Electronic Work-Integrated Learning (eWIL) Curriculum
Quelle	In: Studies in Higher Education, 47 (2022) 7, S.1357-1371 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gamage, Ancy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2021.1894116
Schlagwörter	Equal Education; Teaching Methods; Inclusion; Higher Education; Communities of Practice; Technology Uses in Education; Electronic Learning; College Curriculum; Program Implementation; Program Evaluation; Work Experience Programs; COVID-19; Pandemics; Workplace Learning; Career Readiness; Curriculum Development + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Hochschulbildung; Hochschulsystem; Hochschulwesen; Community; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Programme evaluation; Programmevaluation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	The need for inclusive and equitable teaching and learning approaches is widely accepted in higher education literature. Surprisingly, the notion of inclusion appears to be neglected within the context of eWIL. This paper uses insights from multi-disciplinary theories to propose a framework for the development of an eWIL framework. Its key features include an inclusive, intentional approach that integrates content (the 'what') and process (the 'how') aspects of delivery using technology. The primary considerations of the framework are anticipating and responding to the diverse backgrounds, abilities, aspirations, and needs of students, and primary partners (academics and employers). The desired outcomes of the curriculum include 'hard' outcomes (like student employability) and 'soft' outcomes (like involvement and inclusion). The framework highlights particular student-related obstacles for electronically mediated experiences and learning, and issues with employers are also likely as they evolve new ways to work in a digitalized environment. Anticipating some tensions in translating the intended eWIL curriculum into practice, a 'transition prism' is suggested. Overall, the eWIL framework offers a multifaceted approach for active discussion, implementation and evaluation of eWIL programs. This is a timely consideration given dramatic shifts to remote work and online instruction observed during COVID-19. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01