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Top1. Introduction
Uncertain times require collaborative responses to the challenges that arise. In this respect, the COVID-19 pandemic opened promising avenues for online teaching that involve a completely new outlook for educators and learners (Lapitan et al., 2021; Nasri et al., 2020; Aaradhi & Chakraborty, 2023). The unexpected paradigm shift that took place in the educational sector brought changes in the delivery mode through a shift toward new dynamic digital solutions (Maqsood et al., 2021; Lampadan et al., 2023; Teng et al., 2021). However, little is known regarding the impact of this shift on internships (Teng et al., 2021). Educational policymakers, who face uncertainty regarding the optimal solutions for students, have strived to integrate such solutions uniformly into the pedagogical space and maintain educational continuity. A survey of attitudes about online instruction indicated that teachers and students were encountering similar challenges associated with the absence of face-to-face interaction in online instruction (Huang, 2020). The assessment of the specific strengths and weaknesses of purely practical courses in a vocational environment is, accordingly, a critical area for pedagogical research. Although public institutions in developing countries may leverage online internships (ONIs) to achieve policy objectives, challenges remain regarding this approach (Chand & Deshmukh, 2019; Dash et al., 2022). According to the World Bank, vocational education and training in developing countries are seriously flawed; they are being left to individuals, enterprises, and private-sector training institutions while government interventions are kept to a minimum (Bennell & Segerstrom, 1998). Hence, students in developing countries are rarely exposed to practical interactions with international and multinational organizations (Assan & Nalutaaya, 2018). Although research has been conducted on on-site and online modes of education and training separately, the current literature includes no comparison of these modes in both practical and theoretical pedagogy regarding internships. To help fill this gap in the literature, we conducted a study involving 21 on-site and 21 online students (two-dimensional mode) enrolled in a university information systems undergraduate course. We chose the Integrated Reflective Cycle (IRC) model as the framework to analyze both online and on-site internships because its relevance in improving educational experiences has been demonstrated. Our aim was to evaluate differences and propose interventions to bridge the gap between these modes and help educators adopt strategies for universal access to education and training for all students.
The unprecedented shift toward online teaching during the COVID-19 pandemic has not only prompted a reevaluation of traditional education but also raised questions about its impact on internships. Policymakers are grappling with uncertainties as they strive to integrate online solutions seamlessly into pedagogical frameworks (Kidd & Murray, 2020). Kidd and Murray’s (2020) study highlight the fact that public institutions in developing countries can leverage online internships for policy objectives, but challenges persist. The effectiveness of online learning is closely tied to technology, instructor attitudes, and various factors. Experiential learning (EL) through internships is crucial in education, and the study introduces the IRC, an approach that draws on various models to analyze the learning experience comprehensively. The practicum, serving as a real-world application of classroom learning, is explored in various disciplines, emphasizing the importance of internships in higher education. This study categorizes internships as a form of education practicum, which is defined as a temporary supervised work program providing students with subject-specific experience. Overall, the importance of investigating the impact of the online shift in internships is underscored along with its vital role in shaping educational experiences. We selected for study an internship program for students that encompassed both the application of theory and practice in an organizational setting. The interventions proposed in this study can be applied to enhance the pedagogical experience of both practical internships and vocational education.