Online work-based learning: A systematic literature review

This dataset is from the following paper (the data is available in excel and SPSS format)Rienties, B., Divjak, B., Iniesto, F., Pazur Anicic, K., Zizak M. (2023). Online work-based learning: a systematic literature review. International Review of EducationIt is widely acknowledged that graduates need to develop skills and competences beyond the theoretical knowledge nurtured within higher education curricula. In the last twenty years there has been an increased interest in supporting learners with work-based learning (WBL) (e.g. apprenticeships, practice-based lab sessions, project-based learning). The experience of COVID-19-related lockdowns has ignited a push to support and provide these opportunities for skills development online. In this systematic literature review, the authors explored (1) which innovative technologies and online WBL typologies are implemented in online WBL in higher education; and (2) to what extent there is evidence that online WBL is effective. From an initial pool of 269 studies identified from two datasets, the authors selected thirteen studies which implemented and evaluated online WBL. In total, 1,015 respondents were included in these studies (M = 84.58, SD = 118.28, range: 7–390). The authors’ findings indicate that most studies used descriptive, qualitative approaches to explore the lived experiences of participants, mostly from Australia. Substantial differences were found in the designs of online WBL practices and technologies, although there was limited robust evidence of effectiveness due to a lack of evidence-based evaluation approaches. The authors encourage WBL researchers to be more precise in their design parameters of online WBL, and to consider (quasi)experimental designs to measure the impact of their approaches.

本数据集源自以下论文（数据以 Excel 和 SPSS 格式提供）：Rienties, B., Divjak, B., Iniesto, F., Pazur Anicic, K., Zizak M. (2023). 在线工作基础学习：一项系统文献综述。国际教育评论。普遍认为，毕业生需要培养超越高等教育课程中培养的理论知识的技能和胜任力。在过去二十年里，对支持学习者通过工作基础学习（WBL）（例如学徒制、基于实践的课程实验室、基于项目的学习）的兴趣日益增加。COVID-19 相关封锁的经历激发了对在线提供这些技能发展机会的支持。在这项系统文献综述中，作者探讨了（1）在高等教育在线 WBL 中实施的创新技术和在线 WBL 类型；（2）在线 WBL 的有效性证据程度。从两个数据集识别出的 269 篇研究初步筛选中，作者选出了十三项实施和评估在线 WBL 的研究。总共有 1,015 名受访者参与这些研究（均值为 84.58，标准差为 118.28，范围：7–390）。作者的研究发现，大多数研究采用了描述性和定性方法来探索参与者的生活体验，参与者大多来自澳大利亚。在线 WBL 实践和技术的设计存在显著差异，尽管由于缺乏基于证据的评价方法，有效性的稳健证据有限。作者鼓励 WBL 研究者对其在线 WBL 的设计参数更加精确，并考虑（准）实验设计以衡量其方法的影响。