Learning from digital adaptations to the pandemic: enhancing work-based higher education
Higher Education, Skills and Work-Based Learning
ISSN: 2042-3896
Article publication date: 27 June 2022
Issue publication date: 8 September 2023
Abstract
Purpose
This paper examines how the Covid-19 pandemic has accelerated digital developments in apprenticeship and work-based learning in higher education (HE), focusing on practices that have ongoing value.
Design/methodology/approach
A literature review was carried out on the theme of HE work-based and work-integrated learning during the pandemic, followed by minimally-structured interviews with UK university staff responsible for apprenticeship and other work-based programmes.
Findings
The pandemic has accelerated adoption of online and digital methods to support work-based and apprenticeship learning. There has been progress from emergency measures to more pedagogically consistent ones. A blended approach is becoming common, with the learning and logistical benefits from digital methods ensuring their continuing use. Progress is uneven and there is still a need for improved digital pedagogy and better integration of theoretical and practical learning.
Practical implications
More attention is needed to digital pedagogy and to effective use of online methods to support work-based learning with corresponding implications for staff development. There are institutional implications in terms of ensuring that systems and structures support what is, particularly for work-based learners, likely to be a permanent move towards digital, blended and online learning.
Originality/value
There has been limited research on the impact of the pandemic on work-based learning, with most of the literature focusing on placements and projects. This paper presents findings at a point when universities are considering how technologically-supported methods will be employed on a more permanent basis.
Keywords
Acknowledgements
The study reported in this paper was undertaken as an unfunded part of the Erasmus+ Strategic Partnership Project IDEAL (Improving Digital Education for All Learners). The authors would like to thank the participants in the interview study along with project colleagues who commented on the draft.
The authors have no conflicts of interest to report. There is no ethics committee in the authors’ organisation from which approval needed to be sought.
Citation
Lester, S. and Crawford–Lee, M. (2023), "Learning from digital adaptations to the pandemic: enhancing work-based higher education", Higher Education, Skills and Work-Based Learning, Vol. 13 No. 4, pp. 786-799. https://doi.org/10.1108/HESWBL-01-2022-0008
Publisher
:Emerald Publishing Limited
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