An inclusive multifaceted approach for the development of electronic work-integrated learning (eWIL) curriculum

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Gamage, Ancy ORCID: 0000-0001-8652-0338 (2021) An inclusive multifaceted approach for the development of electronic work-integrated learning (eWIL) curriculum. Studies in Higher Education. ISSN 0307-5079


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.

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Item type Article
DOI 10.1080/03075079.2021.1894116
Official URL
Subjects Historical > FOR Classification > 1302 Curriculum and Pedagogy
Historical > FOR Classification > 1503 Business and Management
Current > Division/Research > VU School of Business
Keywords work-integrated learning, employability skills, problem-solving, team work, communication, teaching presence
Citations in Scopus 5 - View on Scopus
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