Pre-Work-Integrated Learning as the Catalyst for Authentic Pedagogy: A Vietnam-Based Case Study
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| Title: | Pre-Work-Integrated Learning as the Catalyst for Authentic Pedagogy: A Vietnam-Based Case Study |
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| Language: | English |
| Authors: | Justin Michael Battin, Abdul Rohman, Vo Thi Diem Trang, Farida Kbar, Emma Duester |
| Source: | International Journal of Work-Integrated Learning. 2025 26(4):721-733. |
| 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: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Work Based Learning, Courses, Authentic Learning, College Students, Educational Cooperation, Intervention, Instructional Materials, Evaluation, Student Attitudes |
| Geographic Terms: | Vietnam, Australia |
| Abstract: | This article contributes to the growing literature on pre-work-integrated learning through an evaluation of its application in two concurrently taught courses at RMIT University (Vietnam) in collaboration with Investing in Women, an initiative of the Australian government to promote women's economic empowerment in Southeast Asia. An impact evaluation survey featuring qualitative and quantitative questions was completed by 99 of the courses' students to evaluate whether they obtained an authentic learning experience. The findings demonstrate how client assessment briefs can facilitate student motivation throughout course activities, assessment tasks, and learning outcomes and provide the students with social and cultural context. The findings also offer critical insights into key themes associated with work integrated learning, such as employability, the relationship between authentic assessment and student identity, and stakeholder responsibility, particularly in a Southeast Asian context. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492330 |
| Database: | ERIC |
| Abstract: | This article contributes to the growing literature on pre-work-integrated learning through an evaluation of its application in two concurrently taught courses at RMIT University (Vietnam) in collaboration with Investing in Women, an initiative of the Australian government to promote women's economic empowerment in Southeast Asia. An impact evaluation survey featuring qualitative and quantitative questions was completed by 99 of the courses' students to evaluate whether they obtained an authentic learning experience. The findings demonstrate how client assessment briefs can facilitate student motivation throughout course activities, assessment tasks, and learning outcomes and provide the students with social and cultural context. The findings also offer critical insights into key themes associated with work integrated learning, such as employability, the relationship between authentic assessment and student identity, and stakeholder responsibility, particularly in a Southeast Asian context. |
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