Examining gains and pains of a new virtual internship design
Distance Education
; 2023.
Article
Dans Anglais
| Scopus | ID: covidwho-2320319
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. © 2023 Open and Distance Learning Association of Australia, Inc.
Texte intégral:
Disponible
Collection:
Bases de données des oragnisations internationales
Base de données:
Scopus
langue:
Anglais
Revue:
Distance Education
Année:
2023
Type de document:
Article
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