Development of an online work integrated learning (WIL) survey tool to evaluate the quality of students’ WIL experiences

Work Integrated Learning enables students to develop professional skills, integrate theory with practice, apply problem-solving skills, develop interpersonal skills and become socialised into the formal and informal norms, protocols and expectations of the profession (Edwards et al., 2004). The primary responsibility of extracting the most out of WIL lies with the student. A self-directed student may be characterised as being aware of one’s own limitations and potentials, as well as having a sense of responsibility and active attitude (Papp, Markkanen, & von Bonsdorff, 2003). Despite this, little is known about the extent to which students actively engage, and take responsibility for, their own learning while on WIL. This presentation outlines the processes related to the development of an online survey to measure and evaluate the quality of students’ WIL experiences.

While in its infancy the survey tool has provided a practical method of assessing and reporting student feedback on the quality of their learning experience. Additionally, the tool has provided: a mechanism to evaluate how students take responsibility for their own learning; a consistent strategy to measure and compare the quality of learning experiences across disciplines and capability to provide student feedback to placement organisations.