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. <i>International Review of Education</i><br>It 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.

本数据集来源于以下论文（数据以Excel和SPSS格式提供）：Rienties, B., Divjak, B., Iniesto, F., Pazur Anicic, K., Zizak M. (2023). 《在线职场学习：系统性文献综述》，发表于《国际教育评论》(International Review of Education)。
当前学界普遍认为，高等教育毕业生需在课程传授的理论知识之外，进一步培养各类技能与综合能力。近二十年来，支持学习者参与职场学习（Work-Based Learning, WBL）的相关实践愈发受到关注，此类实践涵盖学徒制、基于实践的实验课程、项目式学习等场景。新冠疫情相关封控措施极大推动了在线职场学习技能培养机会的推广与落地。
在本次系统性文献综述中，作者展开了两项核心探索：其一，高等教育领域的在线职场学习场景中，应用了哪些创新技术与在线职场学习类型；其二，现有研究在多大程度上证实了在线职场学习的有效性。
研究团队最初从两个数据集中筛选出269篇相关文献，最终纳入13项实施并评估了在线职场学习的研究。本次纳入的13项研究总计覆盖1015名受访者，各项研究的样本量均值为84.58，标准差为118.28，样本量区间为7至390。
研究结果显示，绝大多数研究采用描述性、质性研究方法探究参与者的真实体验，且研究样本大多来自澳大利亚。尽管在线职场学习的实践设计与技术应用存在显著差异，但由于缺乏基于证据的评估方法，现有研究中关于其有效性的可靠证据较为有限。
作者呼吁职场学习领域的研究者在设计在线职场学习方案时应更加精准，并考虑采用（类）实验设计来量化评估其研究方法的实际影响。