Location Matters: Differences in Students' Self-Reported Social Interactions and Graduate Capital between In-Person and Remote Placement-Based Work-Integrated Learning Experiences
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| Title: | Location Matters: Differences in Students' Self-Reported Social Interactions and Graduate Capital between In-Person and Remote Placement-Based Work-Integrated Learning Experiences |
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| Language: | English |
| Authors: | Jennifer Graham, David Drewery, Anne-Marie Fannon, Ada Hurst, Chris Rennick, Kenneth McKay |
| Source: | International Journal of Work-Integrated Learning. 2025 26(4):785-799. |
| Availability: | New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | In Person Learning, Distance Education, Differences, Capital (Sociology), Interpersonal Relationship, Professional Development, Situated Learning, Cooperative Education, College Students, Foreign Countries, Social Capital, Cultural Capital |
| Geographic Terms: | Canada |
| Abstract: | This study explored differences in students' self-perceived professional development between remote and in-person work during hybrid placement-based work-integrated learning (WIL) experiences. Drawing from the graduate capital model, a content analysis of interviews with students (N = 8) revealed how professional development differed between work modes (in-person versus remote). Further drawing from situated learning theory, a thematic analysis of transcripts identified how differences in professional development are related to differences in students' social interactions between work modes. In-person social interactions were perceived to be more frequent, spontaneous, likely to feature individuals other than the supervisor, supportive and intimate, and generative of solutions to problems, when compared with remote social interactions. These perceived differences were linked to higher levels of human, social, and cultural capital development in in-person work and psychological capital development in remote work. These findings clarify that the location of students' placement-based WIL experiences matters because it influences their social interactions and capital development. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492306 |
| Database: | ERIC |
| Abstract: | This study explored differences in students' self-perceived professional development between remote and in-person work during hybrid placement-based work-integrated learning (WIL) experiences. Drawing from the graduate capital model, a content analysis of interviews with students (N = 8) revealed how professional development differed between work modes (in-person versus remote). Further drawing from situated learning theory, a thematic analysis of transcripts identified how differences in professional development are related to differences in students' social interactions between work modes. In-person social interactions were perceived to be more frequent, spontaneous, likely to feature individuals other than the supervisor, supportive and intimate, and generative of solutions to problems, when compared with remote social interactions. These perceived differences were linked to higher levels of human, social, and cultural capital development in in-person work and psychological capital development in remote work. These findings clarify that the location of students' placement-based WIL experiences matters because it influences their social interactions and capital development. |
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