Abstract
Work Integrated Learning (WIL) is an educational approach to improve workplace readiness. WIL achieves this by integrating theory with practice. The emphasis is on real experiences and practical problem-solving. Low-code platforms are a suitable teaching tool for the theory-practice integration. Yet, graduates also need metacognition to be workplace-ready. Through metacognition, students learn how to learn by deeply reflecting on their thinking. However, WIL focuses on domain learning, lesser on metacognitive thinking. This study draws on experiential learning theory to examine WIL aspects on their influence on metacognitive thinking. In a survey, we test experiential learning factors (authenticity, active learning, self-relevance, utility) and metacognition when students develop a software app. Results show that authenticity, active learning, and utility influence metacognition; however, self-relevance of the WIL does not. Consequently, IS educators should tailor the WIL to be authentic, useful, for active learning to support metacognition in low-code WIL teaching.
Recommended Citation
Matook, Sabine; Wang, Yazhu Maggie; Koeppel, Nuria; and Guerin, Simon, "Experiential Learning in Work-Integrated Learning (WIL) Projects for Metacognition: Integrating Theory with Practice" (2021). ACIS 2021 Proceedings. 77.
https://aisel.aisnet.org/acis2021/77