SITUATEDNESS OF WORK-INTEGRATED LEARNING ACTIVITIES ON COLLEGE STUDENTS’ ORIENTATION TO LEARNING PROCESSES AND OUTCOMES

Abstract

Post-secondary institutions have incorporated mandates to expand work-integrated learning (WIL) opportunities for students. Specifically, the Ontario college system has responded to this demand and sought to provide every student with a WIL experience. The uniqueness of these learning experiences, coupled with the connection to the workplace and task authenticity means the learning environment of the WIL activity may impact students’ learning processes and outcomes differently. In this dissertation, I explored how WIL activities influence changes in orientation to students’ conceptions and experiences of learning. Students registered in three WIL activities completed a range of pre- and post-surveys, final course assignments, and post-reflection questions. This exploratory study was grounded in situated learning theory to identify how the physical and social environment, students’ readiness for self-directed learning (SDL), and students’ conception of the words learning and understanding were impacted by participation in a particular WIL activity. Employing a multiple case study methodology, data were collected using the PRO-SDLS survey tool, post-reflection surveys, and final course assignments to better understand the influences of the learning environment, changes in readiness for SDL, and students’ conceptions of learning and understanding post-WIL activity. The data from this research suggested that physical and social aspects of the learning environment influenced students’ learning processes. Students’ perceived readiness for SDL also increased depending on the WIL activity. Lastly, students’ conceptions of the words learning and understanding indicated learning as a process of new skill acquisition leading to the final stage of complete understanding. These findings highlight the importance of ensuring students are ready for a WIL activity within an SDL environment, are exposed to learning environments promoting high task authenticity with a strong connection to the workplace, and are provided assignments that encourage reflection-in-action and demonstration of knowledge and skill to strengthen their professional identities across contexts. By monitoring the authenticity of the learning environment, this will continue to ensure the quality and integrity of the WIL activity remains connected to meeting workplace outcomes.