Towards a multimodal framework for work integrated learning assessments

Abstract

Work-integrated learning (WIL) is an educational paradigm that allows for the integration of theory with practice to improve student success. WIL provides university undergraduate students with the opportunity of going to industry to apply what they have learnt in the classroom. Successful WIL programmes are heavily depended on three main stakeholders: the academic institution, the student, and industry. However, WIL is important because it provides real-work experience; development of mutual relationships with industry partners and enhances students’ employability. However, WIL is confronted with multiple challenges among is assessments. The aim of the study was to develop a multimodal framework for work-integrated learning using grounded theory (GT). The study had three research questions, namely, how can multimodal platforms be used to assess work-integrated learning? What is the nature of the technology used in multimodal work-integrated learning assessments? and what multimodal framework should be developed for effective work-integrated learning assessments? This study applies Grounded Theory to understand the challenges associated with WIL with particular emphasis on assessment. This study adopted the constructivist grounded theory developed by (Charmaz 2004; 2014). The constructivist grounded theory was chosen because of its simplicity in application, though the theory does have the classical GT themes. Thereafter, the P3 multimodal WIL assessment framework was developed. The developed framework was validated using user-feedback from three expert evaluators who had participated in the study using Charmaz (2004)’s evaluation criteria. Two of the four expert evaluators felt that the P3 multimodal framework will allow academics to understand and implement efficient WIL assessments. The study solicited academics’ views, perceptions, and experiences on multimodal WIL assessments during the COVID-19 lockdown and after. Participants of the study were chosen because of being involved with WIL assessments in DUT. Data collection was mainly face-to-face with two participants opting for online using Ms TEAMS