Building Belonging in Online WIL Environments--Lessons (Re)Learnt in the Pandemic Age: A Collaborative Enquiry

Autor/inn/en	Mueller, Beate; Andrew, Martin B.; Connor, Melissa
Titel	Building Belonging in Online WIL Environments--Lessons (Re)Learnt in the Pandemic Age: A Collaborative Enquiry
Quelle	In: Journal of University Teaching and Learning Practice, 19 (2022) 4, Artikel 16 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Work Experience Programs; COVID-19; Pandemics; Sense of Community; Communities of Practice; Educational Strategies; Electronic Learning; Cooperative Learning; Humanization; Mentors; Internship Programs; Practicums; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Community; Lehrstrategie; Kooperatives Lernen; Humanisierung; Berufspraktische Ausbildung; Practicum; Praktikum; Praktika; Ausland; Australien
Abstract	The theme of belonging in e-pedagogy gained currency in the 2000s when educational providers hastened to join the online teaching and learning boom and studies of building and maintaining a sense of community (SOC) proved central to this endeavour. Motivated by the pandemic-era necessity to convene teaching and learning online as part of a response to super-complexity as a defining feature of tertiary education in the 21st century, work-integrated learning (WIL) practitioners returned to this scholarship to consider, under pressure, modes of building SOC and belonging in online spaces. Underpinned by a broadly constructivist worldview and informed by the Community of Inquiry (CoI) framework, our COVID-age study considers what pedagogical strategies are viewed as affording learners this sense of belonging - or not. Using a collaborative enquiry to pool our perceptions and experiences from three WIL contexts, we ask how work-integrated learning (WIL) practitioners build belonging in online spaces and identify strategies learners perceive as valuable. Drawing on the authors' small-scale studies of educator and learner experiences of online WIL (eWIL), our collaborative enquiry uses qualitative descriptive analysis to identify key themes in the voices of students. Advancing the scholarship, our study identifies three threads to the fabric of belonging: humanising online WIL; the importance of mentor presence; and fostering professional belonging. The study suggests that strategies impacting these three areas are at the heart of building belonging in online spaces, broadly envisaged as imagined professional communities of practice. Techniques viewed as successful are advanced as possibilities for enhancing pedagogy in online WIL communities. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01