Equity and online work integrated learning: a qualitative research synthesis

ABSTRACT

Online Work Integrated Learning (WIL), where university students complete authentic work tasks for a remote workplace, is growing in prevalence, especially during the COVID-19 pandemic. Issues of equity in online WIL are underexplored, so we undertook a qualitative research synthesis of the literature to inform WIL provision for students from equity backgrounds. Our findings highlight the tendency to compare in-person to online WIL, rather than view it as its own unique form of learning. To make the most of online WIL, a structured, well-facilitated approach is needed, with meaningful work, clear communication, and regular feedback. There was a predisposition towards viewing online WIL as solely positive for students from equity backgrounds, with online WIL often seen as a solution to the many barriers that students from diverse backgrounds face in accessing in-person WIL. Nuanced discussions of equity were rare, and we highlight the need for further research in this area.

KEYWORDS:

• placements
• internships
• virtual
• educational technology
• social justice

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the National Centre for Student Equity in Higher Education, Curtin University [grant number 29].