Design of educational systems for work based learning (WBL): the learner experience

Liyanage, Lalith, Strachan, Rebecca, Penlington, Roger and Casselden, Biddy (2013) Design of educational systems for work based learning (WBL): the learner experience. Higher Education, Skills and Work-based Learning, 3 (1). pp. 51-61. ISSN 2042-3896

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Official URL: http://dx.doi.org/10.1108/20423891311294984

Abstract

Purpose – Information and communication technologies have transformed higher education providing e-mechanisms to support the delivery of content, communication and interaction. One example is the widespread adoption of virtual learning environments (VLEs) by higher education institutions to provide a key interface among learners, the content and tutors. The aim of this paper is to explore the effectiveness of the design of educational systems for work based learning (WBL) from the learner's perspective. The study includes consideration of the use of technology to support the work based learning process for the learner.

Design/methodology/approach – Case studies from four postgraduate programmes and one undergraduate programme within the School of Computing, Engineering and Information Sciences (CEIS) at Northumbria University are presented. Key results from a survey of students on these programmes are discussed.

Findings – The results demonstrate that there are different motivations for this type of provision when compared with more conventional higher education programmes. In this digital age, technology should be a key enabling factor and students expect its adoption to support the learning process. However, academic institutions and staff are still not fully exploiting the possibilities of new media technologies through adapting their approaches to learning.

Originality/value – Traditionally the WBL concept has focused on two of the stakeholder contexts, namely the learner and the academic environment. Consideration of the other two important stakeholder contexts: the workplace and the external environment could significantly enrich the student experience and overall effectiveness of WBL delivery. The current study aims to address this deficit by considering all four stakeholders contexts in one model in order to evaluate the effectiveness of design of educational systems for WBL. This paper presents the first of these stakeholder contexts, the learner experience.

Item Type: Article
Uncontrolled Keywords: education design, learner experience, learning, online learning, technology, United Kingdom, virtual learning environment, work-based learning
Subjects: G900 Others in Mathematical and Computing Sciences
X300 Academic studies in Education
Department: Faculties > Engineering and Environment > Mathematics, Physics and Electrical Engineering
Depositing User: Biddy Casselden
Date Deposited: 01 Mar 2013 13:27
Last Modified: 10 Aug 2015 11:10
URI: http://nrl.northumbria.ac.uk/id/eprint/11237

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