About this paper

Appears in:
Pages: 7295-7305
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.0287

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain

STUDENT ENGAGEMENT ON WORK-INTEGRATED LEARNING

I. Bogaert

Antwerp Maritime Academy (BELGIUM)
In this paper a number of thoughts are discussed concerning the following proposition: Students engage on work-integrated learning (WIL) if the work appeals to their attention, reflection, confidence and satisfaction.

It seems obvious that when students experience they are being instructed and evaluated properly, their motivation for learning during work integrated learning (WIL) will be greater. This paper makes a strong argument for authentic tasks and authentic assessment to enhance the learning by students during projects in real work environments.

Student engagement on work-integrated learning (WIL) can be fostered by authentic assessment because that assessment offers students clear guidelines. It is based on tasks that learners experience to have a motivating effect on them. Such tasks can be designed by means of the Attention, Reflection, Confidence, Satisfaction approach (Keller, 1984, 1987, 2009).

Because students might wonder what the use of work integrated learning (WIL) could be, it would be interesting to present an instruction and assessment framework even before starting the work experience. Students will show greater motivation for learning if they know that the instruction and appraisal will be structured along certain guidelines.

Is it possible to build a framework for instruction and assessment of students in work-integrated learning that guarantees their engagement in learning? In fact this question relates to the question of motivation: designing instruction and assessment that learners experience to have a motivating effect on them. This paper will go deeper into that subject by means of the Keller framework and offer some ideas on what, how, why, and to what end.
@InProceedings{BOGAERT2018STU,
author = {Bogaert, I.},
title = {STUDENT ENGAGEMENT ON WORK-INTEGRATED LEARNING},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.0287},
url = {http://dx.doi.org/10.21125/iceri.2018.0287},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {7295-7305}}
TY - CONF
AU - I. Bogaert
TI - STUDENT ENGAGEMENT ON WORK-INTEGRATED LEARNING
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.0287
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 7295
EP - 7305
ER -
I. Bogaert (2018) STUDENT ENGAGEMENT ON WORK-INTEGRATED LEARNING, ICERI2018 Proceedings, pp. 7295-7305.
User:
Pass: