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...

E-internship prevalence, characteristics, and research opportunities

The following paper examines a new form of internship as we know little about the prevalence and characteristics of einternships to date. 187 e-internships were examined as part of a qualitative review of internet postings. The results demonstrate that postings for e-internships can be found in numerous countries and are posted online in various languages, with marketing postings making up the majority of cases. The remuneration, hours, and duration of einternships vary widely. Further attention is given to exploring the particular challenges of and research gaps associated with such virtual work placements for the interns, the supervisors, and organizations alike. A number of research recommendations are outlined to address these issues.

Peculiarities of Organization of Students’ Online Educational Internship

VII International Forum on Teacher Education, 2022

The paper sets out to present the experience of organizing students' online educational internship. The educational internship for the bachelors of Education, majoring in Health and Safety & Physical Education, is introductory, the first one in the curriculum. The distance educational internship was organized on the MS Teams digital platform using team work. The students' online activities involved analyzing scientific, popular science, methodological and official information on health and safety and physical education, as well as on the disciplines that provide the meta-subject approach and inter-subject communications when teaching these subjects at school. The key methods were the project method and the case method. The students were given different cases, such as to analyze the content of video clips and websites, to develop environmental excursions and algorithms for modeling the volcano, to determine the optimal physical recreation and its components for people of different ages. The main advantages of students' distance educational internship are a larger number of tasks completed by students compared to the full-time format, the use of different methods and technologies to organize students' team work. The main problems concerning the distance educational internship include teachers significantly overloaded with the task development and evaluation, the long hours students spend working at the computer and technical issues. It is important to find a reasonable compromise between the amount of the proposed work with the information, the optimal time and safe operation in an electronic environment when organizing internships in an online format.

Internships Adrift? Anchoring Internship Programs in Collaboration

Journal of Public Affairs Education, 2013

This article discusses how experiential knowledge has become institutionalized as "for credit" internships in schools of public affairs and administration. It presents an overview of the history of internships, along with associated research that has been conducted in this area. Following that review, the authors advance a model depicting the interdependent links between students, their university, and a government agency or nonprofit organization that hosts interns. The model offers a simplified tool for understanding the complex activities and collaborations necessary for creating successful internships. The processes described in the component parts of the model are substantiated by previous research and survey data derived from department chairs in NASPAA-accredited programs in 2010. Graduate student internships often result in job offers from host organizations. The combination of theory (from the classroom) and practice (from an internship with a government or nonprofit organization) has become a recognized format for enabling students to transition successfully into the public sector workforce. The 112th Congress recognized the viability of internships for the purpose of helping to create employment by passing the Federal Internship Improvement Act, which President Obama signed on December 31, 2011. The act requires government agencies that have internship programs to create an internship coordinator position and publish information about available internships on their

Evaluating Onsite and Online Internship Mode Using Consumptive Metrics

International Journal of Web-Based Learning and Teaching Technologies

The paper aims to assess the effectiveness between onsite and online internship mode by measuring the critical components of learning through the Kirkpatrick's ‘consumptive metrics' model. The primary goal of internship is to assist university students in their progression from the academic to a professional work environment. However, the COVID-19 pandemic has disrupted this process where it temporarily moved to online mode. Hence, the authors use Kirkpatrick's ‘consumptive metrics' (CM) for evaluating the learning resources consumed using two constructs namely ‘reaction' and ‘learning'. Using 21 onsite and 20 online intern reports, researchers objectively measured the difference in alignment of theory with practice between onsite and online mode. The research revealed that while the CM components namely ‘course satisfaction' and ‘training relevance' on the interns are similar for both modes, there is a considerable reduction in the effectiveness of i...