Connexions module: m32292 1 Online Internships: A Successful Model (original) (raw)
Online Internships: A Successful Model
2009
note: This module has been peer-reviewed, accepted, and sanctioned by the National Council of Professors of Educational Administration (NCPEA) as a signi cant contribution to the scholarship and practice of education administration. In addition to publication in the Connexions Content Commons, this module is published in the International Journal of Educational Leadership Preparation, 1 Volume 4, Number 4 (October December, 2009). Formatted and edited in Connexions by Theodore Creighton, Virginia Tech.
Integrating virtual internships into online classrooms
Journal of Commercial Biotechnology, 2008
for 2 years, teaching a number of face-to-face and online classes. He has a broad research background in the life sciences and has recently completed his own master ' s degree in biotechnology, partially through online classes. He is particularly interested in how entrepreneurship and translational research can be encouraged in the classroom.
Internship Program in Education: Effectiveness, Problems and Prospects
Internship program in Teacher Education is of great significance because it ensures the professional preparation of prospective teachers. It provides them a practical opportunity to develop true understanding of the teaching profession and future prospects of working conditions in that profession. This study looks at issues and challenges that the prospective teachers experience during internship program. The study also deals with the perception and experience of the principals of cooperative schools involved in the internship program. Research approach for this study was both quantitative and qualitative. Population consisted of all student-teachers of B.Ed at Faculty of Education and principals of cooperative schools where students go for internship program. The 80 student-teachers and 05 principals of collaborative schools were selected as sample. Data was collected through three-point likert scale and in-depth interviews. The findings show that student-teachers view internship program as a real opportunity to refine and improve their teaching skills in actual school setting. The results of the in-depth interviews with the principals reveal that internship program is of crucial importance and it has positive impact on the performance of student-teachers.
Building successful internships: lessons from the research for interns, schools, and employers
Career Development International, 2014
Purpose -"What kinds of internships are possible?" "How should we decide whether to utilize internships, and if so, how can we ensure they will pay off?" The purpose of this paper is to help answer these key questions facing talent management professionals, educators, and interns. Design/methodology/approach -This is achieved by reviewing the scattered literature to distill the lessons regarding internships for each of these stakeholders. First, the paper better defines internships through enumerating 11 key dimensions, helping give all internship stakeholders a common language to clarify communication. Second, the paper synthesizes and lists the potential benefits and costs/pitfalls of internships for interns, schools, and employers to provide a fuller view of internships from all stakeholder perspectives. Third, the paper summarizes recommendations to help stakeholders maximize the actual benefits obtained from internships while minimizing the costs and avoiding common pitfalls. Findings -Many benefits for interns have been identified in the literature. These can be categorized as job-related benefits, career-related benefits, and networking/job market benefits. For most interns, the costs of the internship are minimal. Nevertheless, potential pitfalls stem from the fact that employers and interns often do not have consistent or shared expectations regarding the internship. The benefits of internships for schools can be significant. These include filling an important modern need for experiential and vocational learning. For employers, hiring an intern for a full-time position after the assignment can lead to savings in the areas of recruitment and selection. Originality/value -The paper provides stakeholders with "one-stop shopping" for the best general advice about creating and growing successful internships.
The Evaluation of Internship in the Digital Information Age
International Journal of Online Pedagogy and Course Design
This study evaluates the merits and challenges associated with onsite and online internships, focusing on their impact on objective achievement, intern-industry interaction, interdisciplinary learning, and globalization through the four-I's framework: intentional, interconnected, interdisciplinary, and international. By comparing the experiences of 21 students engaged in eight-week onsite programs alongside 21 online interns, the study finds that online internships offer flexibility and global accessibility, enhancing international skills. However, they score lower in intentionality, interactivity, and interdisciplinary learning. In contrast, onsite internships excel in providing hands-on experiences, real-time observation, teamwork, and the development of interdisciplinary skills development, albeit underutilizing international dimensions. Future investigations could explore how technological advancements like augmented reality and virtual reality might enhance online internshi...
Improving the Quality of Teaching Internships with the Help of the Platforms
European Journal of Educational Research, 2019
This article presents an empirical study on the perceptions of university students toward the development of the teaching practicum, using the CourseSites platform as a communication and support tool for their training. The opinions of the students were collected through a questionnaire. The sample consisted of 1500 students who were registered in the degrees of Early Childhood Education, Primary Education and Pedagogy (2008-2018). A descriptive, inferential and multi-level analysis was conducted, which confirmed that future teachers had activated their professional competences, as they had the chance to share their internship experiences with their faculty members and with their own classmates.
Revista de Psicología del Trabajo y de las Organizaciones, 2018
Employment relationships are undergoing rapid change as both organizational, industrial, and technological changes alter the expectations that employees and employers have of each other. Today, technology provides the means for internship programs to be virtual, involving interns and organizations that are geographically distant from one another. These types of computer-mediated internships are also known as virtual or e-internships (Jeske & Axtell, 2013; van Dorp 2008). Two virtual types of such internships exist (Bayerlein & Jeske, 2018): those learning experiences that are entirely simulated to support knowledge and skill acquisition (e.g., Arastoopour, Shaffer, Swiecki, Ruis, & Chesler, 2016; Bayerlein, 2015) and those learning experiences that are inspired by tele-working, involving an actual employer but featuring remote working situations (e.g., Jeske & Axtell, 2013; Jeske & Axtell, 2016a, 2016b). Virtual internships represent special temporary employment situations that feature specific challenges in terms of how information is shared and the extent to which information will be similarly interpreted and accessed. Reports based on internship postings for e-internships and selfreport data from e-interns working with employers suggest that these internships may last from a few weeks to more than 12 months (Jeske & Axtell, 2013; Jeske & Axtell, 2018). Most e-internships last for up to three months, with more than two thirds working part-time 10-20 hours per week (Jeske & Axtell, 2013; Jeske & Axtell, 2018). However, in many cases the duration and hours worked per week are flexible in line with the fact that most virtual interns to date are studying at the time they take up virtual internships, a situation that may change h t t p : / / j o u r n a l s. c o p m a d r i d. o rg / j wo p
2021
This article hopes to clear up some of the confusion surrounding unpaid internships by discussing who participates in such internships, the merits and drawbacks relative to paid internships, and the relevant legal issues. This summary of existing research provides several key insights, which are of interest to potential interns as well as educators. For students, the literature suggests that unpaid internships are different from their paid counterparts in a variety of ways and pose certain risks that paid internships do not. On an institutional level, this paper documents the unique legal environment surrounding the unpaid internship and notes the unique liabilities program administrators may face if they fail to act with caution.
Improving Internship Management in Higher Institutions of learning
This thesis discusses the analysis and implementation of an information system for improving the management of internship program in higher institutions of learning a case study of the University of Kisubi. The system is meant to aid in supervisor allocation of interns, track the student’s internship activities and help in students’ internship evaluation. The study was done at the University of Kisubi (UniK), located 24 Kilometers from Kampala, The Capital City of Uganda, along Kampala-Entebbe Highway Wakiso District. To develop a system that will improve the management of internship program at the University of Kisubi that can help to establish a linkage between students and business organizations for career development opportunities. The Study of current practices of how internship is done at the University of Kisubi (UniK) established that the old internship system was handling each aspect of the internship independent of the other. By providing a common platform for integration of all the internship management aspects within the new system, the University can now utilize the system to access all information on the students’ internship at a central point. The study reviewed copious sources of literature related which resulted in a list of references for the recognition of the different scholars for their tremendous contribution to the overall body of knowledge. Design science paradigm was used together with qualitative research strategy and case study method to conduct the study. The data needed for the research was collected using self-administered interviews, observation and document review methods and questionnaires. An information system was analyzed and designed using HTML5, CSS, JavaScript and PHP and its prototype implemented to address the limitations of the current internship system used at UniK. The system provides different forms for data collection, a central database for storage of data and inbuilt scripts to aid report generation. The study was concluded by pointing out numerous recommendations for a better system.
Virtual Internship Training Programme: Pre-Service Teachers' Perception
Voice of Teacher and Teacher Educators, 2021
The COVID-19 cases locked different sectors of the world. The education sector also faced a crisis. Acquisition of knowledge should not have an end. Knowledge acquired through internship must be purposeful. It helps to gain experience in one's preference and is a stepping stone to one who is looking for a job. At present, an essential issue in teacher education is how to design and implement internships. The ongoing COVID-19 lockdown has paved the path for E-internship. The emergency transition to E-internship is by force. E-internship, also known as the virtual internship, is a way of acquiring work experience through a remote setting where the intern is physically absent in an organization. The study attempts to find the level of perception towards virtual internship because of physical absence. The researcher surveyed participating students, which revealed their general perception, concerns, technical obstacles regarding virtual internship by responding to the statements provided. The investigator prepared the scale and given it to them, and an analysis of which is given here in this paper. The investigator further analyzed the level of preservice teachers' perception of virtual internships. Online learning continues to be a global phenomenon in a variety of fields, but especially in Education. The results of this study were; that 50 (17.9%) of the sample had a low level, 186 (66.4%) of the sample have a moderate level, and 44 (15.7%) of the sample have a high level of perception toward virtual internship.