Providing
Work Integrated Learning (WIL) opportunities to students that are meaningful,
relevant and add value to courses are of utmost importance to students,
industry partners and education providers. Therefore, devising relevant tools
to receive meaningful feedback from students about their WIL learning experiences
is not to be underestimated.
Recently
a colleague and I developed a survey instrument to measure and report on
students’ perceptions of their learning while undertaking WIL. The survey
instrument included questions pertaining to student preparedness for WIL; engagement
with active learning while on WIL; and, opportunities to develop a professional
sense of self. Additionally, free text
questions asked students to provide examples of what helped their learning;
what hindered their learning and to provide other commentary or suggestions on
what aspects may improve their learning during WIL.
The
results so far demonstrate that supportive WIL environments positively influence
student learning. Factors that students
depict as helping their learning are when supervisors/facilitators actively
engage in student learning; are available and accessible to respond to
questions or concerns; encourage independent learning; and, provide opportunities
to contextualise theoretical understandings.
In contrast, students commented their learning was hindered when they
were made to feel unwelcome, received little guidance or when expectations were
unclear.
While
in its infancy, the WIL survey instrument has provided a practical method of analysing
and reporting student feedback on the quality of their learning experiences. Additionally, the tool has provided a
mechanism to evaluate how students take responsibility for their own learning.
Furthermore, the instrument has enabled cross-disciplinary comparisons related
to the quality of student learning experiences.
For
more information about the WIL Survey, please contact annette.marlow@utas.edu.au
Annette Marlow
Director of Professional Experience
College of Health and Medicine
University of Tasmania
