Made available in DSpace on 2015-05-07T15:08:19Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2286754 bytes, checksum: 1b7867d39ab23df5161a2820080ef188 (MD5) Previous issue date: 2011-11-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research aims to analyze the practice of teaching of technical design, integrating traditional and digital tools, starting from experiments in an integrated environment for higher education. This environment, called Integrated Environmental Education Technical Drawing (AIEDT), was developed to integrate traditional practices with digital tools in an applied discipline of Interior Design Technology Degree in Interior Design (CSTDI) of Federal Institute of Education, Science and Technology of Paraiba (IFPB). At specific level, aims to place the picture of traditional technical drawing, technical drawing to describe the digital artifacts; show the integration of different learning environments, mapping the process of teaching technical drawing at the daily practice of teachers and students. Questioned in this work which mainly changes that may occur when using traditional technical drawing (DTT) integrated with computer aided design (CAD) requiring adaptations to their teacher's way of teaching. The hypothesis is that the teaching of DTT and CAD, embedded in a social interaction environment, provide better education and consequently the learning of graphic expression in a college course. The analytical perspective is the cultural-historical Vygotysky Lev Semenovich, where he addressed the concepts of instrumental and symbolic mediation, and social interaction in the teaching and learning. The methodological procedures were based through archival research and field research through direct observation of the practices not participating in a class of 4th period CSTDI. The instruments for data collection were interviews with teachers of subjects related to technical design, aiming to describe teaching practices and perceptions of their current teaching model; the questionnaire with students in order to verify these teaching practices; literature in books, theses, dissertations, papers and documents, in order to describe the phenomenon, its practices and tools. Our results show that the points analyzed were satisfactory in improving the teaching process. / Esta pesquisa tem como objetivo analisar a prática do ensino do desenho técnico, integrando as ferramentas tradicionais e digitais, partindo da experimentação em um ambiente integrado de nível superior. Este ambiente, chamado de Ambiente Integrado de Ensino do Desenho Técnico (AIEDT), foi desenvolvido de forma a integrar as práticas tradicionais com as ferramentas digitais aplicada em uma disciplina de Projeto de Interiores do Curso Superior de Tecnologia em Design de Interiores (CSTDI) do Instituto Federal de Educação, Ciência e Tecnologia da Paraíba (IFPB). Em nível específico, buscou-se situar o panorama do desenho técnico tradicional; descrever o desenho técnico nos artefatos digitais; mostrar a integração entre diferentes ambientes de ensino; cartografar o processo de ensino do desenho técnico na prática cotidiana de professores e alunos. Questionou-se neste trabalho, principalmente, quais as transformações que poderão ocorrer quando utilizamos o desenho técnico tradicional (DTT) integrado com o desenho assistido por computador (CAD), que exijam do professor adaptações em sua forma de ensinar. A hipótese é que o ensino do DTT e do CAD, integrados em um ambiente sócio-interacionista, proporcionará melhorias do ensino e consequentemente da aprendizagem de expressão gráfica em um curso de nível superior. A perspectiva de análise é a histórico-cultural de Lev Semenovich Vygotysky, onde se abordou os conceitos de mediação instrumental e simbólica, além da interação social no processo de ensino e aprendizagem. Os procedimentos metodológicos fundamentaram-se através de pesquisa documental e pesquisa de campo, através de observação direta não participante das práticas utilizadas em uma disciplina do 4º período do CSTDI. Os instrumentos para a coleta das informações foram a entrevista com professores de disciplinas relacionadas ao desenho técnico, com o objetivo de caracterizar as práticas docentes e a percepção de seu modelo de ensino vigente; o questionário com discentes a fim de verificar o ensino nestas práticas; pesquisa bibliográfica em livros, teses, dissertações, artigos científicos e documentos, com o objetivo de descrever o fenômeno, suas práticas e ferramentas. Os resultados desta pesquisa mostram que os pontos analisados foram satisfatórios em relação à melhoria do processo de ensino.

This study investigates the dynamics of theory and practice in the design of instructional systems, learning events and learning environments, with a view to synthesizing an integrated metamodel as a framework to facilitate effective learning in systems which use computer technology as a tutor, tool, or environment. This framework can be used as a design aid by instructional designers and instructor-designers, or as a tool to examine existing learning events from the viewpoint of learning and instructional-design theory. The research contributes to inquiry into learning theory by an in-depth study of the elements of the framework itself, investigating how they function in different contexts and contents. Following an extensive literature survey, the researcher synthesizes a concise integrated framework of learning theories and instructional design practice from the cognitive family. This framework, the Hexa-C Metamodel (HCMm), is generated by a process of criterion-based textual filtration through effectiveness criteria, and encompasses the theoretical concepts of constructivism, cognitive learning and knowledge/skills components as well as the practical characteristics of creativity, customization and collaborative learning. Using mainly qualitative ethnographic methods within the contexts of action research and development research, case studies are undertaken, applying the elements of the HCMm as an inquiry toolset to investigate three diverse learning events to determine what they reveal about the practice of effective and motivational learning. The learning events - a computer-based practice environment, an Internet-based course, and a fieldwork project - were selected due to the researcher's close involvement with each intervention. Information from the evaluations of the learning events is then used to further examine in-depth the theories and characteristics which comprise the tool, as well as their interrelationships and ways of implementing them in domains that differ in context and content - distinguishing particularly between well-structured and ill-structured domains. / Dissertation (PhD)--University of Pretoria, 2004. / Curriculum Studies / PhD / Unrestricted

Each year, students who are newly enrolled in the University of Ottawa Cooperative Education Programs prepare for their first co-op work terms. In this period of pre-employment, students ask themselves important questions like, “What do I have to do to get a job?” and “What do I want to be?” As a co-op practitioner I am exposed to students’ experiences and the dilemmas they face but I still wondered what was hidden from my view and outside of my understanding. Thus, during one-on-one interviews that occurred prior to their first co-op work terms, six co-op students shared the photographs and stories of their co-op experiences with me and I shared my photographs and stories with them. Goffman’s (1959) theory of dramaturgy provided the theoretical framework to present, interpret, and understand the words and pictures that emerged from these interviews. What resulted were dramas, narratives, and allegories: six participant descriptions written as mini-biographies, verbatim transcripts prepared as a reader’s theatre script, and a set of five themes composed with vivid symbolism. The five metaphoric themes of co-op student experience are (a) journey, (b) circus, (c) metamorphosing, (d) anglers at sea, and (e) warriors. Taken together, what emerged was a deeper seeing and a richer understanding of what’s “really going on” in the time prior to students’ first co-op work terms (Goffman, 1974, p. 8) particularly with regards to legitimate peripheral participation, reflection, and experiential learning.

The purpose of this study is to examine how specialist teachers relate to content- and language-integrated learning, as well as examine if and how they work with developing the pupils' language and subject knowledge in the tutoring in order to benefit for the pupils learning process. The intention is also to examine which lingual challenges the teachers see in their subject. To answer the research questions, a qualitative method is used, and semi-structured interviews. In total, five senior high school teachers from one school in Västra Götaland have been interviewed and the subjects represented are physical education, social science, history, religion, sociology, mathematics and natural science. The result shows that teachers support content- and language integrated learning in their tutoring and they also believe that it is important to develop the pupils' lingual ability in order for them to develop in their specific subject. However, the result shows that the old subject tradition is still evident to some extent, but the perception of the role as a specialist teacher is changing. Moreover, the result shows that the teachers work with content- and language integrated learning in their specific subject, with an emphasis on terms and the understanding of concepts. It is evident that Vygotskys socio-cultural perspective and Hallidays systemic-functional grammar is seen in how teachers work, but the conclusion is that teachers to a large extent work according to these theories without being aware of it, and thus rather makes it right by coincidence. Further, the result shows that the teachers are aware of what lingual challenges the pupils' come across in their specific subject, and they agree on that there are mainly the cognitive abilities that challenge the pupil. / Syftet med studien är att undersöka hur ämneslärare förhåller sig till språk- och kunskapsutvecklande arbetssätt, samt undersöka om och hur de i så fall arbetar med att utveckla elevens språk och ämneskunskap i undervisningen för att gynna elevens lärande. Intentionen är även att undersöka vilka språkliga utmaningar lärarna anser att eleven möter i deras ämnen. För att besvara studiens frågeställningar har en kvalitativ inriktad metod valts, i form av semistrukturerade intervjuer. Sammanlagt intervjuades fem gymnasielärare från en skola i Västra Götaland och ämnena som representeras är idrott och hälsa, samhällsvetenskap, historia, religion, sociologi, matematik och naturvetenskap. Resultatet visar att lärarna är positivt inställda till språk- och kunskapsutvecklande arbetssätt i ämnesundervisningen och att de tycker att det är viktigt att utveckla elevens språkliga förmåga för att eleven ska kunna utvecklas i deras ämnen. Dock visar resultatet att den gamla ämnestraditionen fortfarande finns kvar till viss del, men att synen på ämneslärarens roll likväl håller på att förändras. Vidare visar resultatet att lärarna arbetar med språk- och kunskapsutveckling i sina ämnen, med fokus på främst termer och begreppsförståelse. Det går tydligt att se Vygotskys sociokulturella perspektiv och Hallidays systemisk-funktionella grammatik i lärarnas arbetssätt, men slutsatsen blir att lärarna till stor del arbetar omedvetet utifrån teorierna och mer råkar ”träffa rätt”. Vidare visar resultatet att alla lärarna är medvetna om vilka språkliga utmaningar som eleven möter i deras ämnen och de är överens om att det främst är de kognitiva förmågorna som är en utmaning för eleven.

Professionals in education continue to explore technology as a way to instruct young students, and there is an accompanying belief that this technology can make an educational and academic difference. Despite the high percentage of young students in classrooms using technology, the impact of this technology on the early literacy skills of young children remains largely unknown. Guided by Vygotsky’s social learning theory, this study reports a 24-week investigation on whether regular use of Istation®, an integrated learning system used by approximately 3,000,000 students in the United States, had an effect on the early literacy achievement of children in twelve kindergarten classrooms. A mixed-method, quasi-experimental design was constructed using propensity scores. Also investigated were the effects of the level of teacher literacy support on early literacy achievement and the interaction between Istation® use and the level of teacher literacy support. A descriptive discriminant analysis was performed to determine the main effect of Istation®. The level of teacher support and the interaction effect was then tested using a multivariate between-subject analysis. Results indicated that Istation® did have a statistically significant effect on the early literacy skills of the 72 kindergarten students studied and was able to explain 17.7% of the variance in group differences. Hearing and recording sounds and letter sound knowledge were the main contributors to group differences. Teacher literacy support and the interaction between teacher support and Istation were not significant. This study considers the relationship between technology and early literacy and concludes that Istation® can serve as a more knowledgeable other as students develop some early literacy skills; however, teachers are still needed to provide complete literacy instruction for young students.

This thesis focuses on students’ encounters with working life. The thesis aims to contribute to an increased understanding of the potential value of digital job portals in interplay with traditional social networks by capturing students’ perceptions of their paths to working life. A qualitative research method has been applied where respondents from University West have been interviewed both individually and in groups. Both current and previous students were included in the study. Eleven semi-structured individual interviews and two group interviews were conducted and recorded with the support of field notes. Based on this combined approach, which also permitted interaction among the respondents, the study could capture a greater variety of both current and previous students’ experiences. The study contributes with knowledge based on a number of students’ experiences of their encounters with working life, both before and after completing their studies at the university. The results of the study suggest that the interplay between digital job portals and traditional contact networks is of great importance. Digital job portals seem to provide a broad picture of the job opportunities in relation to the education, while the contact networks provide more in-depth understanding as well as relationships that might contribute to actual job offers. Hence, values are created as a result of their interplay. In addition, the study shows that the practice part of the work integrated learning approach at University West is instrumental for students in enriching their contact networks and that this, in turn, often result in their first jobs. On the basis of the results, recommendations are suggested for further studies as well as for actions that might improve the students’ paths to working life.The recommendations concern capturing of previous students’ experiences, analysis of the effects of Work Integrated Learning and in particular different forms of practice, exploringmore aspects of comp / Denna studie handlar om studenters möte med arbetslivet. Syftet har varit att bidra till en ökad förståelse för digitala jobbportalers potentiella värde för studenter i samspel med traditionella kontaktnätverk i studenternas möte med arbetslivet. En kvalitativ forskningsmetod har tillämpats där respondenter i form av alumner och sistaårsstudenter från Högskolan Väst har fått svara på frågor både enskilt och i grupp. Elva semistrukturerade enskilda intervjuer samt två gruppintervjuer har genomförts och spelats inmed stöd av fältanteckningar. Detta för att få en djupare förståelse för respondenternas upplevelser och erfarenheter av vägen till arbetslivet.Studien bidrar med kunskap om ett antal studenters upplevelser och erfarenhet av mötet med arbetslivet, både innan och efter avslutade studier på Högskolan Väst. Studiens resultat tyder på att samspelet mellan digitala jobbportaler och traditionella kontaktnätverk har en stor betydelse. Ett sätt att beskriva samspelet skulle kunna vara att digitala jobbportaler bidrar till en bred bild av arbetsmarknaden kopplat till utbildningen medan kontaktnäten bidrar till djupare förståelse och relationer som kan leda vidare till jobb. Värde skapas i hur dessa kompletterar och samspelar med varandra. I tillägg visar studien på att arbetsintegrerat lärande inte endast är viktigt för att koppla samman teori och praktik utan praktikperioder bidrar även till att berika studenternas kontaktnät, som i sin tur kan skapa förutsättningar för studenterna att få ett första arbete efter studierna. Med utgångspunkt i resultatet utformades rekommendationer för fortsatt arbete. Dessa rör att ta tillvara på tidigare studenters erfarenheter av vägen till arbete, analysera effekterna av AIL och särskilt olika former av praktik, utforska fler aspekter av kompetensförsörjning och -förmedling, samt digitala jobbportalers utformning och funktion.

Denmark and Norway have more explicit syllabuses for English as a Foreign Language and more time allocated to EFL than Sweden. If measures have been taken to improve the syllabus and to increase time for EFL in these countries, do these measures need to be taken in Sweden too? This study aims to explore time allocation and the use of Content and Language Integrated Learning approaches in the primary school years 1-3 in Sweden. 114 teachers participated in this study through a web-based questionnaire. The findings show that teachers experience time constraints associated with EFL, and a third of the respondents state that they compensate for the time constraints associated with EFL through CLIL approaches. However, whether or not CLIL is indeed present in primary school years 1-3 is difficult to decide, due to the lack of a common frame of reference for CLIL in Sweden and in primary schools, as well as the contextual variables that affect and shape EFL and CLIL. Little, if any, research into the effects of CLIL in years 1-3 in Sweden has been carried out, so this study might help to highlight possible areas of interest for future research and prompt further exploration of the field.

Syftet med denna studie är att synliggöra hur studenter, i speciallärarutbildningen med inriktning utvecklingsstörning, upplever handledningen under sin VFU. Dessutom syftar studien till att få en bild av hur yrkesverksamma speciallärare, i särskolan, ser på samarbetet med högskolan samt få deras syn på handledning av blivande speciallärare. Som metod har en enkätstudie med blivande speciallärare och en intervjustudie med fem verksamma speciallärare på särskolan genomförts. Analysförfarandet utgår från hermeneutisk fenomenologisk ansats med fokus på relationell pedagogik. Analysen utgår från frågorna hur och vad studenterna och intervjupersonerna säger om handledning och samarbete.Resultatet visar att tid till reflektion och bemötande är två viktiga faktorer i handledning. Det har också framkommit att samarbetet kan utvecklas genom att högskolan ger tydligare direktiv gällande mål för studenters VFU och att högskolan får tillgång att forska i skolans verksamhet. Speciallärarna i verksamheten vill få ta del av ny forskning och fortbildning i ett samarbete. Kunskap om speciallärarprofessionen är viktig och när det gäller studenter som läser till speciallärare med inriktning utvecklingsstörning är fördjupade kunskaper om barn på tidig utvecklingsnivå något som behöver utvecklas. En ny yrkesprofession, nämligen förstelärare, är en grupp som eventuellt skulle kunna ha handledning som del i uppdraget, eftersom tre av fem intervjupersoner redan har det uppdraget och är dessutom intresserade av att handleda studenter.Det finns potentiella utvecklingsområden inom VFU i speciallärarutbildningen, inriktning utvecklingsstörning, där kunskap från denna studie kan bidra med att höja kvalitén på VFU:n i speciallärarutbildningen samt att utveckla och sprida kunskap om handledning i VFU, det vill säga hur yrkesteoretisk handledning som studenten möter på sin VFU bör se ut, såväl som vikten av samarbete mellan högskola och särskola. Mer forskning behövs. / The purpose of this study is to make visible how the students, in the special education teacher training program, focusing on intellectual disability, and experience supervision during their “working integration learning” (WIL). In addition, the study aims to get a picture of cooperation between the University and supervising teachers in school for children with intellectual disabilities as well as their views on the supervising of students. The methods employed were a questionnaire with the preparing special education teachers and interviews with five special education teachers at the school who took responsibility for supervision. The analysis upon the theoretical traditions of hermeneutist phenomenology with focus on relational pedagogy with an emphasis on what students and interviewed teachers say about supervision and cooperation.The results show that more time for reflection and a good treatment from the supervisor are two important factors in supervising preparing special educators. It also emerged that cooperation can be improved if the university provides clearer direction regarding goals for the students during WIL and the university provides access for prospective teachers to do research for science lessons. Special education teachers in the school for children with intellectual disabilities want to explore new research and training in a new partnership. Knowledge of the special education teaching profession is important and when it comes to students studying special education with an emphasis in intellectual disabilities, they need to acquire a deeper knowledge of children at early stages of development. An emerging position in schools is the head teacher or “first” teacher who might have supervision of preparing teachers assigned as a part of their job description. Three of the five teachers interviewed have supervision as a part of their work assignment and are interested in supervising preparing students.There are potential growth areas within the special education teachers regarding WIL, focusing children with intellectual disabilities, where the knowledge from this study may help to raise the quality of the WIL, and to develop and disseminate knowledge about supervision in the WIL as well as the importance of cooperation between universities and special schools. More research needs.

Society is constantly evolving and changes are taking place, which creates the opportunity to collaborate around several different areas. Working for a work-integrated learning (WIL) could mean that you work structured together with healthcare and college with common goals and collaborative issues. The content of the study deals with healthcare representatives´ perceptions of the importance of collaboration, the possibility of nursing education's vocational education. Method used in the study is qualitative method with focus group interviews. In the study, three focus groups and one interview were interviewed. Interviewees consisted of managers, supervisors and supervisors. The care activities that the informants represented were somatic care in emergency medical care, psychiatric care and home care. A qualitative content analysis was made by the interviews that were themed by interpretation of the interviews. Healthcare representatives wanted a collaborative perspective in various areas, such as development and collaboration of teaching models, assessment and evaluation. Working together with work-integrated learning as a model can be a way of interacting. There is a hope that the healthcare and higher education institutions will find development pathways in the future to ensure the knowledge of nursing students and their future occupational role, as to ensure the quality of care. / Denna studie handlar om vårdverksamhetsföreträdares uppfattning av samverkan i sjuksköterskeprogrammet verksamhetsförlagda utbildning. I studien framkom flera olika önskemål från vårdverksamheternas företrädare om utvecklingsområden för större samverkan. Det framkom att det i dag finns samverkan, men att nuvarande samverkan inte fokuserar mål i utbildningen, gemensam utveckling av pedagogiska modeller eller skapar utbyte av högskolan och vårdverksamheternas verksamheter. Det var inte alltid möjligt att vårdverksamhetsföreträdare kunde ta sig till informationen på högskolan inför studenternas verksamhetsförlagda utbildning. Vårdverksamhetsföreträdarna önskade en samverkansform inom olika områden, så som utveckling och samverkan av handledningsuppdraget, pedagogiska metoder, stöd vid bedömning och behov av utvärdering. Att samverka med arbetsintegrerat lärande som metod kan vara ett sätt att samverka. Att arbeta efter ett arbetsintegrerat lärande innebär att man arbetar strukturerat tillsammans med gemensamma mål och samverkansfrågor. Samtliga parter måste veta hur man arbetar med ett arbetsintegrerat lärande perspektiv. Resultatet av studien gav flera utvecklingsområden. De nuvarande samverkansformerna är viktigt att fortsätta med men en annan form av samverkansträffar önskades där samverkan kan ske tillsammans mellan vårdverksamheternas och högskolans efter dagens rådande kontext. Samhället utvecklas hela tiden och förändringar sker vilket skapar möjlighet att samverka kring flera olika områden. En förhoppning finns att vårdverksamheterna och högskola i framtiden hittar utvecklingsvägar i samverkan för att säkra sjuksköterskestudenternas kunskaper och för sjuksköterskeprogrammets studerande i deras kommande yrkesroll samt för att säkerställa kvaliteten av vård och omsorg.

The VUCA (which stands for volatility, uncertainty, complexity, and ambiguity) conditions have overshadowed the national and global higher education systems, and social and economic systems are increasingly becoming dependent on knowledge and innovations. There is a call for the global higher education systems to attain a new set of quality standards (Waller et al., 2019). Traditional teaching methodologies and outdated pedagogical frameworks lowered motivation and engagement in the learning processes and fueled the rising of the gap between theory and practice (Ferns, Rowe and Zegwaard, 2021; Hays, 2014). Work Integrated Learning is a pedagogical framework that holds tremendous potential for bridging this gap through up to date alternative means while reinforcing a sustainable engagement between industry, students and academia (Hays, 2014). This study was investigating the cause of contemporary challenges and the impact of emerging VUCA conditions in the ecosystem of students, academia, and industry. In the following, the main features and potential utilities of work-integrated learning (WIL) as a framework for presenting interactive learning innovations were explored. Moreover, the paper was also looking at the concept of the knowledge economy as a growth paradigm under the influence of the emerging internet tools which pave the doors for conducting simulated or virtual work-integrated learning by changing the ways of knowledge creation and its delivery. The primary research is based on a quantitative survey shared with a sample space of 35 KTH masters students, who were purposively selected due to, firstly their remote education experience, and secondly their participation in the learning through a scenario-based gamified online course. The research aims to identify the main areas that VUCA threatening higher education while assessing the utility of work-integrated learning to bridge the theory and practice gap and form a sustainable partnership between industry, students, and academia.  This study indicated the learning process in the higher education systems needs to be innovated by replacing the traditional teaching methods with more interactive alternative means. Hence, learning transformation per se can be considered as a major stimulus factor increating turbulence and VUCA conditions which affect student life, the higher education systems and the economic system as a whole. Our findings confirm students' high level of satisfaction in the experience of learning throughthe scenario-based simulated game, students experienced more engagement and collaborationwhile acquiring knowledge and skills in a more practical way. They also expressed a positive adaptive behaviour toward increasing the deployment of these alternative learning methods. Despite unfulfilled students' expectations with respect to soft skills developement and the quality of remote learning experiences, most of these issues are falling within the scope of pedagogical capabilities and collaborative features of work-integrated learning and are resolvable through systematical deployment and quality supervision of innovative learnings under these pedagogical frameworks. / VUCA (består av volatility, uncertainty, complexity, and ambiguity) förhållanden har överskuggat de nationella och globala systemen för högre utbildning, och sociala och ekonomiska system blir alltmer beroende av kunskap och innovationer. Det finns ett krav på att de globala högre utbildningssystemen ska uppnå en ny uppsättning kvalitetsstandarder (Waller et al., 2019). Traditionella undervisningsmetoder och föråldrade pedagogiska ramarsänkte motivationen och engagemanget i inlärningsprocesserna och satte fart på klyftan mellan teori och praktik (Ferns, Rowe och Zegwaard, 2021; Hays, 2014) Work Integrated Learning är ett pedagogiskt ramverk som har en enorm potential för att överbrygga denna klyfta med aktuella alternativa metoder och samtidigt öka ett hållbart engagemang mellan industri, studenter och akademi (Hays, 2014). Denna studie undersökte orsaken till samtida utmaningar och effekterna av framväxande VUCA-förhållanden i ekosystemet för studenter, akademi och industri. Vidare undersöktes huvudfunktionen och potentiella nyttan av arbetsintegrerat lärande (AIL) (WIL) som ett ramverk för att presentera interaktiva inlärningsinnovationer. Dessutom tittade uppsatsen på konceptet kunskapsekonomi (Knowledge Economy) som ett tillväxtparadigm under inflytande av de framväxande internetverktygen som skapar möjlighet för att genomföra simulerat eller virtuellt arbetsintegrerat lärande genom att förändra sätten att skapa ochleverera kunskap.  Den primära forskningen är baserad på en kvantitativ undersökning som delas med ett urvalav 35st KTH-masterstudenter, som valdes ut medvetet på grund av både deras erfarenhet av distansutbildning, samt deras deltagande i lärandet genom en scenariobaserad gamifierad onlinekurs. Forskningen syftar till att identifiera de huvudsakliga områden av högre utbildning som hotas av VUCA samtidigt som man bedömer nyttan av arbetsintegrerat lärande för att överbrygga teori- och praktikklyftan och bilda ett hållbart partnerskap mellan industri, studenter och akademi. Denna studie visade att lärandeprocessen i de högre utbildningssystemen måste förnyas genom att ersätta de traditionella undervisningsmetoderna med mer interaktiva alternativa metoder. Därför kan inlärnings transformation av sig själv anses vara som en viktig stimulansfaktor för att skapa turbulens och VUCA-förhållanden som påverkar studentlivet, det högre utbildningssystemet samt det ekonomiska systemet som helhet. Våra resultat bekräftar elevernas höga nivå av belåtenhet i upplevelsen av lärande genom det scenariobaserade simulerade spelet, elever upplevde mer engagemang och samarbete samt tillägnade sig kunskaper och färdigheter på ett mer praktiskt sätt. De uttryckte också ett positivt adaptivt beteende mot att öka användningen av dessa alternativa inlärningsmetoder. Trots ouppfyllda elevers förväntningar med hänsyn till utveckling av mjuka färdigheter och kvaliteten av deras distansutbildning uplevelse, faller de flesta av dessa brister inom ramen för pedagogisk förmågor och samarbetsegenskaper som arbetsintegrerat lärande erbjuder och är lösbara genom systematiskt utnyttjande och kvalitetsövervakning av innovativa lärande inom dessa pedagogiska ramar.