Literaturnachweis - Detailanzeige
| Autor/inn/en | Wang, Qian; Xun, Jiyao; Li, Na; Huijser, Henk; Shen, Juming; Chen, Jian |
|---|---|
| Titel | Examining Gains and Pains of a New Virtual Internship Design |
| Quelle | In: Distance Education, 44 (2023) 2, S.246-266 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Wang, Qian) ORCID (Xun, Jiyao) ORCID (Li, Na) ORCID (Huijser, Henk) ORCID (Shen, Juming) ORCID (Chen, Jian) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0158-7919 |
| DOI | 10.1080/01587919.2023.2198495 |
| Schlagwörter | Foreign Countries; Distance Education; Internship Programs; Electronic Learning; Instructional Design; Graduate Students; COVID-19; Pandemics; Cooperative Learning; Communities of Practice; Active Learning; China |
| Abstract | This study investigated how student effort and the course design influenced an online internship in China. A cohort of 95 postgraduate students became distance learners in a credit-bearing internship course due to COVID-19. The course leader applied the action learning framework to prompt student online collaboration and group inquiry. The framework assumes the importance of self-reliant learner autonomy in virtual internships. After the course, researchers analyzed the effects of self-directed learning with technology on a multidimensional community of inquiry in a virtual environment. The study also identified students' narratives that explain how self-directed learning with technology interacted with three elements of virtual communities of inquiry: social, cognitive, and teaching. Findings explain how virtual internships can be facilitated through a community of inquiry model. Educators and practitioners may consider the model to demonstrate student-staff partnerships (Fitzgerald et al., 2020) to achieve quality transformation of internships from face-to-face mode to distance education. (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 |
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