Encouraging student voice: Bachelor of Exercise Science students' design of a work-integrated learning subject

Research output: Book chapter/Published conference paperConference paper

Abstract

Work integrated learning (WIL) is increasingly more evident in higher education programs throughout Australia, as it offers valuable experiences for students by providing them with opportunities to translate theory to practice and, as they assume increasing responsibility in the workplace, transition from student to professional practitioner. The benefits of WIL are well documented and attest to preparing work-ready graduates by developing both generic and explicit career skills that position them positively to gain future employment. The purpose of this research was to investigate the nature and degree of support required by Bachelor of Exercise Science students to successfully undertake a WIL action research project in blended mode, during a 360 hour professional placement. Using semi-structured telephone interviews, students who have completed the subject in its prior format, were invited to design structures and systems that, in their view, would scaffold their learning and aid in their completion of the WIL subject assessment requirements. Participant data revealed three emerging themes of support: i) organisational, ii) pedagogical, and iii) interpersonal. In response to the research results, an online learning environment has been created that will developmentally scaffold student learning, assist them to participate as emerging professionals in the exercise science occupational cultural community and, successfully action their disciplinary, practical, interpersonal and reflective knowledge in authentic professional contexts.
Original languageEnglish
Title of host publicationAustralian Collaborative Education Network conference 2010
Subtitle of host publicationWork-Integrated Learning: Responding to Challenges
EditorsMatthew Campbell
Place of PublicationCentral Queensland University
PublisherACEN
Pages57-72
Number of pages16
ISBN (Electronic)9780980570618
Publication statusPublished - 2010
EventAustralian Collaborative Education Network National Conference - Curtin University, Perth, Australia
Duration: 27 Sep 201001 Oct 2010
http://acen.edu.au/resources/2010-conference-proceedings/ (proceedings)

Conference

ConferenceAustralian Collaborative Education Network National Conference
CountryAustralia
CityPerth
Period27/09/1001/10/10
Internet address

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bachelor
science
learning
student
telephone interview
research results
action research
learning environment
research project
workplace
graduate
career
responsibility
community
education
experience

Cite this

Clarke, D., Litchfield, C., & Drinkwater, E. (2010). Encouraging student voice: Bachelor of Exercise Science students' design of a work-integrated learning subject. In M. Campbell (Ed.), Australian Collaborative Education Network conference 2010: Work-Integrated Learning: Responding to Challenges (pp. 57-72). Central Queensland University: ACEN.
Clarke, Deborah ; Litchfield, Chelsea ; Drinkwater, Eric. / Encouraging student voice : Bachelor of Exercise Science students' design of a work-integrated learning subject. Australian Collaborative Education Network conference 2010: Work-Integrated Learning: Responding to Challenges. editor / Matthew Campbell. Central Queensland University : ACEN, 2010. pp. 57-72
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abstract = "Work integrated learning (WIL) is increasingly more evident in higher education programs throughout Australia, as it offers valuable experiences for students by providing them with opportunities to translate theory to practice and, as they assume increasing responsibility in the workplace, transition from student to professional practitioner. The benefits of WIL are well documented and attest to preparing work-ready graduates by developing both generic and explicit career skills that position them positively to gain future employment. The purpose of this research was to investigate the nature and degree of support required by Bachelor of Exercise Science students to successfully undertake a WIL action research project in blended mode, during a 360 hour professional placement. Using semi-structured telephone interviews, students who have completed the subject in its prior format, were invited to design structures and systems that, in their view, would scaffold their learning and aid in their completion of the WIL subject assessment requirements. Participant data revealed three emerging themes of support: i) organisational, ii) pedagogical, and iii) interpersonal. In response to the research results, an online learning environment has been created that will developmentally scaffold student learning, assist them to participate as emerging professionals in the exercise science occupational cultural community and, successfully action their disciplinary, practical, interpersonal and reflective knowledge in authentic professional contexts.",
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Clarke, D, Litchfield, C & Drinkwater, E 2010, Encouraging student voice: Bachelor of Exercise Science students' design of a work-integrated learning subject. in M Campbell (ed.), Australian Collaborative Education Network conference 2010: Work-Integrated Learning: Responding to Challenges. ACEN, Central Queensland University, pp. 57-72, Australian Collaborative Education Network National Conference, Perth, Australia, 27/09/10.

Encouraging student voice : Bachelor of Exercise Science students' design of a work-integrated learning subject. / Clarke, Deborah; Litchfield, Chelsea; Drinkwater, Eric.

Australian Collaborative Education Network conference 2010: Work-Integrated Learning: Responding to Challenges. ed. / Matthew Campbell. Central Queensland University : ACEN, 2010. p. 57-72.

Research output: Book chapter/Published conference paperConference paper

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T1 - Encouraging student voice

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AU - Drinkwater, Eric

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PY - 2010

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N2 - Work integrated learning (WIL) is increasingly more evident in higher education programs throughout Australia, as it offers valuable experiences for students by providing them with opportunities to translate theory to practice and, as they assume increasing responsibility in the workplace, transition from student to professional practitioner. The benefits of WIL are well documented and attest to preparing work-ready graduates by developing both generic and explicit career skills that position them positively to gain future employment. The purpose of this research was to investigate the nature and degree of support required by Bachelor of Exercise Science students to successfully undertake a WIL action research project in blended mode, during a 360 hour professional placement. Using semi-structured telephone interviews, students who have completed the subject in its prior format, were invited to design structures and systems that, in their view, would scaffold their learning and aid in their completion of the WIL subject assessment requirements. Participant data revealed three emerging themes of support: i) organisational, ii) pedagogical, and iii) interpersonal. In response to the research results, an online learning environment has been created that will developmentally scaffold student learning, assist them to participate as emerging professionals in the exercise science occupational cultural community and, successfully action their disciplinary, practical, interpersonal and reflective knowledge in authentic professional contexts.

AB - Work integrated learning (WIL) is increasingly more evident in higher education programs throughout Australia, as it offers valuable experiences for students by providing them with opportunities to translate theory to practice and, as they assume increasing responsibility in the workplace, transition from student to professional practitioner. The benefits of WIL are well documented and attest to preparing work-ready graduates by developing both generic and explicit career skills that position them positively to gain future employment. The purpose of this research was to investigate the nature and degree of support required by Bachelor of Exercise Science students to successfully undertake a WIL action research project in blended mode, during a 360 hour professional placement. Using semi-structured telephone interviews, students who have completed the subject in its prior format, were invited to design structures and systems that, in their view, would scaffold their learning and aid in their completion of the WIL subject assessment requirements. Participant data revealed three emerging themes of support: i) organisational, ii) pedagogical, and iii) interpersonal. In response to the research results, an online learning environment has been created that will developmentally scaffold student learning, assist them to participate as emerging professionals in the exercise science occupational cultural community and, successfully action their disciplinary, practical, interpersonal and reflective knowledge in authentic professional contexts.

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Clarke D, Litchfield C, Drinkwater E. Encouraging student voice: Bachelor of Exercise Science students' design of a work-integrated learning subject. In Campbell M, editor, Australian Collaborative Education Network conference 2010: Work-Integrated Learning: Responding to Challenges. Central Queensland University: ACEN. 2010. p. 57-72