The Sociotechnical Dynamics of Virtual Work-Integrated Learning in Journalism Education During the COVID-19 Pandemic

Abstract

This study explores how sociotechnical factors in a virtual work-integrated learning (WIL) environment influenced the development of practical journalism skills and professional socialisation of journalism students at a selected South African university during the COVID-19 pandemic. Using a university of technology as a case study, the data for this study were collected using focus group discussions with final-year journalism students and semi-structured in-depth interviews with their employers. The study finds that the COVID-19 pandemic forced WIL into a virtual format, which participants felt impacted their ability to develop essential journalism skills, including production, practical, and technological skills. The virtual nature of WIL also affected their professional socialisation, particularly in terms of interacting with colleagues and news sources and developing career management skills. As the demand for graduates with practical skills and professional socialisation increases, the importance of WIL also rises. The pandemic's impact on journalism provides an opportunity to rethink WIL's role and purpose within the curriculum, using the reflections of students and employers in this study.