Conventional, remote, virtual, and simulated work-integrated learning: A meta-analysis of existing practice

Abstract

As a result of the COVID-19 pandemic, many organizations offering work-integrated learning (WIL) opportunities were no longer able to support student placements, resulting in many institutions searching for a range of innovative solutions. Many have redesigned their conventional placement-based WIL activities or programs to enable students to meet graduate profile criteria through alternative means such as virtual or simulated WIL experiences. The literature shows there are many models of WIL beyond conventional work placements. Therefore, a meta-analysis was conducted of these WIL models, to provide a complied synthesis of existing practice from within the WIL field specifically focused on two books, the International Journal of Work-Integrated Learning, and three national WIL association conference publications. The trends and qualities that emerge from the meta-analysis of existing practice can inform the redevelopment across the different modes of conventional, remote, virtual, and simulated WIL experiences.