How Blended Work-integrated Learning Fosters Students’ Creative Design Competencies

Luqian Wang, Kin Wai Michael Siu, Bolton K H Chau, Yi-Teng Shih — Mon, 14 Sep 2026 00:00:00 +0000

Grounded in boundary crossing theory, we developed and examined a Blended Work-Integrated Learning (B-WIL) framework. Guided by an action research design, this study implemented the model in an undergraduate toy design course characterised by a blended ecology, dual-scale mentorship, and student-centred education. Operating as a critical “boundary broker,” the local mentor translated high-level global insights into the material realities of physical practice. 28 group reflection reports were collected and analysed through a dual-track qualitative strategy: (1) deductive process tracing of design episodes and (2) inductive thematic analysis of perceived competency development. Findings suggest that students encountered recurring challenges, including contextual dissonance, interpretive disconnects, prototype failures, and design fixation, yet resolved them through evolving patterns of support-seeking, experimentation, and cross-boundary communication. The local broker emerged as a key figure in mediating cultural misunderstandings, reframing global critiques, and validating physical prototypes that remote experts could not directly assess. Across the two project cycles, students demonstrated a marked behavioural shift: from epistemic dependence on expert authority towards autonomous, peer-driven experimentation and earlier engagement with material prototyping. The thematic analysis points to three emergent trans-boundary competencies cultivated through the B-WIL environment: sociomaterial fluency, contextual agility, and cross-boundary communication. These competencies equip students to navigate the digital-physical divide, reconcile local cultural identity with global market expectations, and synthesise complex knowledge across spatial and disciplinary boundaries. The study concludes that the B-WIL framework reframes the disembodiment risk of virtual WIL as productive boundary friction that accelerates professional growth. It also offers an actionable, scalable blueprint for institutions seeking to integrate global virtual networks with local physical mentorship, helping students remain materially grounded while becoming globally fluent.

Digital Inequality and e-Learning Barriers for Incarcerated Students in UNISA Correctional Hubs

Molefe Maloma — Mon, 14 Sep 2026 00:00:00 +0000

Open distance e-learning (ODeL) has broadened access to higher education for marginalised groups worldwide. However, for incarcerated students, correctional environments impose restrictions on internet access, communication, and study time that undermine the flexibility central to ODeL. In South Africa, the University of South Africa (UNISA) operates e-learning hubs in partnership with the Department of Correctional Services (DCS). Despite this initiative, limited empirical evidence exists on the study experiences of incarcerated students, particularly regarding cognitive and contextual barriers. This study investigates (i) the cognitive and learning barriers faced by incarcerated distance students (RQ1) and (ii) the ways their experiences differ from those of non-incarcerated students (RQ2). A quantitative survey of 45 students across three UNISA hubs (Kgoši Mampuru II and Brandvlei Correctional Centres) was conducted using anonymous paper questionnaires to protect respondent anonymity. Data were analysed using descriptive statistics, with results reported as headcount frequencies due to the small sample size. Findings reveal significant structural constraints. 58% of respondents reported insufficient access time, with internet use restricted to weekday mornings and middays, and no evening or weekend access. The importance of this finding lies not only in the quantity of available time but in the fragmentation and unpredictability of access. ODeL systems assume continuity of engagement, whereas correctional access structures interrupt study routines and reduce students’ ability to regulate their own learning. Nearly half engaged with the online library for less than one hour daily, while 62% received little or no librarian support. Peer collaboration was limited, with 40% unable to participate in online forums, and DCS oversight further constrained autonomy, with 58% requiring daily approval for educational activities. 87% enrolled with UNISA for the first time after incarceration, meaning that the correctional hub was their initial point of contact with tertiary e-learning. These results demonstrate a mismatch between ODeL requirements and correctional conditions. Recommendations include extending hub access hours, strengthening library and digital literacy support, improving academic responsiveness, and enabling supervised collaboration mechanisms compatible with security requirements. By providing empirical evidence from South Africa, this study advances understanding of correctional e-learning. It contributes to international debates on digital inclusion in correctional education and informs policy interventions aimed at promoting educational equity for incarcerated students. The findings also highlight the importance of aligning institutional support structures with pedagogical needs, ensuring that incarcerated students are not disadvantaged compared to their non-incarcerated Peers.

Electronic Journal of e-Learning

How Blended Work-integrated Learning Fosters Students’ Creative Design Competencies

Digital Inequality and e-Learning Barriers for Incarcerated Students in UNISA Correctional Hubs