878 research outputs found
Introducing eInternships
Internships continue to be an important part of the journey into employment. They are “temporary (non-permanent) work placements that reflect a period of transition from higher education to the world of work” (Bayerlein & Jeske, 2018a, pg. 29). This entry introduces computer-mediated internships: eInternships (also known as virtual internships). These internships emerged about ten years ago (see van Dorp, 2008). This development was fostered by the emergence of new software and virtual collaboration tools. As in the case of traditional internships, eInternships serve to provide a learning experience to the eIntern, often as a means to qualify the person for new roles, a new career and employment. However, some characteristics set eInternships apart from traditional internships. First, eInternships are not necessarily location bound nor are they by default a transition from education into employment (they may also represent a transitional period between different careers). Second, eInterns may be trained entirely online by a supervisor or peers. Third, almost all work is completed using online platform, shared software and tools. And fourth, many eInterns are not enrolled in educational institutions (although the majority of eInterns are students). eInternship formats are therefore particularly suitable to roles and tasks that are heavily computer-mediated in real life as well. To date, there is no evidence that suggests eInternships are any less effective than traditional internships in teaching new cognitive and technical skills, although affective learning outcomes may be harder to obtain (Bayerlein & Jeske, 2018a). The current entry will briefly introduce the two forms of eInternships that exist, but will focus specifically on the second form (applied eInternships with employers). Following this introduction, the entry will outline the unique value proposition and challenges that arise for managers who wish to run the organisationally-applied eInternships
Online Hospitality and Tourism Education - Issues and Challenges
The study attempts to understand students\u27 apprehensions, satisfaction, and experience concerning online hospitality and tourism education (HTE) during the COVID-19 pandemic. Focused group discussions were conducted to gather student experiences implementing ICT in hospitality and tourism education. The group discussions were recorded, transcribed, and analyzed in search of themes to identify and validate the constructs to develop the questionnaire for the study. The questionnaire was then presented before the subject experts to cross-check the validity of constructs. Importance-Performance Analysis (IPA) was used to determine students\u27 satisfaction by comparing students\u27 perceptions to students\u27 expectations. The study\u27s findings show the importance of practical classes and labs and on-site instructor comments on students\u27 overall satisfaction. Online teaching can complement traditional classroom teaching but cannot fully replace lab sessions with instructor feedback. Transitioning to an online platform requires effective tools and curriculum modifications to fill the gap in industry expectations regarding student employability. Online teaching has immense capability, but it cannot be generalized and requires subject-specific attention and feedback. Online education needs to keep evolving alongside contemporary classroom teaching to meet student expectations. Future research would concentrate on communication, interpersonal, and technology skills and their effect on the study\u27s results
Mustang Daily, February 24, 1992
Student newspaper of California Polytechnic State University, San Luis Obispo, CA.https://digitalcommons.calpoly.edu/studentnewspaper/5381/thumbnail.jp
The Beacon, March 29, 2010
Vol. 22, Issue 75, 8 pageshttps://digitalcommons.fiu.edu/student_newspaper/1435/thumbnail.jp
Spartan Daily, May 3, 2007
Volume 128, Issue 52https://scholarworks.sjsu.edu/spartandaily/10366/thumbnail.jp
The Nature of Relationships in e-Internships: A Matter of the Psychological Contract, Communication and Relational Investment
Virtual internships (or e-internships) represent unique transitional and temporary learning experiences that have not been studied widely. Using 18 interviews conducted with interns and internship providers, the authors explored the extent to which psychological contracts appear to emerge and operate within this computer-mediated context. The results were d using thematic analysis. The findings indicate that while e-internships are temporary and hence transitional, they are not inevitably transactional. Relational and balanced contract characteristics are not necessarily uncommon in e-internships when these feature supervisory engagement and commitment to the e-internship as well as the customized use of technology to interact, monitor, and engage with interns
The Cowl - v. 69 - n. 19 - Feb 24, 2005
The Cowl - student newspaper of Providence College. Volume 69 - Number 19 - February 24, 2005. 24 pages
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The impact of virtual exchange on TPACK and foreign language competence: reviewing a large-scale implementation across 23 virtual exchanges
Several studies on Virtual Exchange (VE) have highlighted positive learning experiences, increases in technological pedagogical and content skills (TPACK) and foreign language (FL) competence. However, most VE research to date use qualitative or descriptive case-studies of how VEs have been implemented, and what “might” have worked. In this large-scale quantitative two-study design, we explored how 622 pre-service teachers developed TPACK skills and (perceived) FL competence over time in 23 VEs across 34 institutions in 16 countries. In Study 1, we used a (quasi-) experimental design of 3 VEs in an experimental (n = 151) or control group (n = 77) to explore the impact on TPACK. In Study 2, we used a larger sample of 20 VEs and 394 participants to replicate and contrast the findings from Study 1 in a broader context. In contrast to our expectations, participants in the experimental condition did not have higher TPACK skills growth relative to the control condition in Study 1, which was further confirmed in Study 2. Nonetheless, in Study 2 pre-existing TPACK skills influenced the development of (perceived) FL competence over time, whereby those participants who further strengthened their TPACK skills during the VE were more likely to nurture FL competence. A major lesson from this large-scale implementation is that VEs do not generate TPACK skills and FL competence by osmosis. We encourage CALL researchers to carefully reflect on any positive or negative finding that something has “worked” when there is no comparison or control group included
The Lumberjack, February 24, 2016
The student newspaper of Humboldt State Universityhttps://digitalcommons.humboldt.edu/studentnewspaper2016/1004/thumbnail.jp
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