Document Type
Article
Source of Publication
International Journal of Information and Communication Technology Education
Publication Date
4-17-2024
Abstract
Students from economically disadvantaged nations (EDN) face significant challenges in accessing high-quality education and securing global internships due to inadequate resources, funding, and infrastructure. The COVID-19 pandemic has highlighted the potential of online platforms for providing accessible, remote education and internship opportunities, aligning with UNESCO's sustainability education objectives. Using the SWOT analysis tool within the context of the experiential learning-driven integrated reflective cycle model (IRC), the research compares onsite and online internship types in higher education to identify areas where interventions can be applied to enhance the online internship experience. The study analyzed 42 interns, both on-site (OSIs) and online (ONIs), to evaluate the constructs of 'experience,' 'action,' 'preparation,' and 'theory”. The findings suggest that OSIs have weaknesses such as poor goal planning, a lack of awareness of relevance, and low communication confidence, while ONIs include a lack of exposure to teamwork and in-person experiences.
DOI Link
ISSN
Publisher
IGI Global
Volume
20
Issue
1
First Page
1
Last Page
31
Disciplines
Education
Keywords
Educational continuity, Global internships, Remote education, Experiential learning, Reflection
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Nicho, Mathew; Fakhry, Hussein; Bataineh, Emad; and Girija, Shini, "A Strategic Evaluation of Educational Continuity for Accessibility During Uncertainty in an Educational Practicum" (2024). All Works. 6539.
https://zuscholars.zu.ac.ae/works/6539
Indexed in Scopus
no
Open Access
yes
Open Access Type
Gold: This publication is openly available in an open access journal/series