TUT4 R8 Integration of Theory and Practice

Stirling, A., Kerr, G., Banwell, J., MacPherson, E., & Jewett, R. (2017). Chapter 4: Integration of theory and practice. A practical guide for work-integrated learning: Effective and inclusive practices to enhance the educational quality of structured work experiences offered through colleges and universities, 2nd ed. (pg. 99- 102). Toronto, ON: Higher Education Quality Council of Ontario

work integrated learning

Learning by doing

• Educational approach where academic learning is combined with real-world work experience

WIL

WIL is different from “just a job”

• Has learning outcomes

• Involves reflection

• Connects to course theory

theory-practice integration

Process of connecting academic concepts, models, and frameworks with real-world workplace experiences

Helps students:

• Understand why things are done a certain way

• Apply abstract knowledge in practical settings

• Develop professional judgment and critical thinking

WIL is the primary context in which this integration occurs

integrating theory in practice challenges

• Students struggle to see links between:

  • Classroom concepts

  • Workplace tasks

• Academic programs feel pressure to:

  • Maintain theoretical rigor

  • Meet industry skill expectations

• Limited research on:

  • How learning transfers from work → classroom

  • How integration actually occurs during placements

theory and practice is bidirectional

Theory and practice are bidirectional and inform each other:

Theory

• Informs practice (using academic concepts to guide action)

Practice

• Informs theory (using workplace experiences to reinterpret theory)

theory and practice approaches

There are four different approaches in which theory and practice may be integrated (Brew & Kottler, 2007):

1. Theory Informed by Practice

2. Practice Informed by Theory

3. Concurrent Integration

4. Scaffolding Approach

Theory Informed by Practice

Students gain practical experience before learning theory

• Practice raises questions that theory later explains

  • Best used for:

    • Universal learning outcomes: professionalism, communication, listening, decision making, etc

    • Specific learning outcomes related to the field of practice: assessment, measurement, practice, etc

Practice Informed by Theory

Students learn theory first, then apply it in the workplace

• Common in traditional academic programs

• Theory guides interpretation of workplace situations

Concurrent Integration

Theory and practice occurs at the same time

• Students actively connect coursework with ongoing placement experiences

Scaffolding Approach

Progression of theory and practice from simplistic to advanced

• Learning is built progressively

• Deeper integration over time

Collingwood’s (2005) Three-Stage Theory Framework

Provides a structured way for students to connect theory with practice

• Three progressive stages in which students draw on theory in real-world settings

Collingwood’s First Stage

Students are introduced to the workplace environment and clients they will be working with

• Draw on prior theoretical knowledge to orient themselves within the setting, understand their role, and begin making sense of what is happening in practice

Collingwood’s Second Stage

Students use relevant theories to explain and interpret the situations they observe (deeper application of theory)

• Helps them understand what is happening and why

• Guides communication with others and supports the development of possible intervention strategies

Collingwood’s Third Stage

Knowledge, skills, and values from theories are identified and applied into workplace setting (theory integrated more fully)

• At this point, theory actively informs professional decision-making and day-to-day practice, allowing students to function more confidently and competently within their role

ways supervisors facilitate application of theory to practice

1. Explicit discussion

2. Interpretation

3. Focus on practical instruction

(Munson 1993)

explicit discussion

Supervisors may explicitly discuss relevant theories and guide students in connecting theoretical concepts to real practice situations.

interpretation

Supervisors can interpret theoretical ideas by translating them into practical language and illustrating them with concrete, real-life examples

focus on practical instruction

supervisors may choose to focus primarily on practical instruction, presenting practice-based material on its own while ensuring that the student is able to independently make the theoretical connections

Fook and Gardner’s (2007) Model for Critical Reflection

A cyclical process where a student experiences some sort of problem/incident and reflects on this practice

• Student draws on theory to make sense of the interaction

1. Practice challenge/incident

2. Reflect on practice 

3. Use theory to make sense of interactions and influences

4. Contemplate new practice strategies

recommendations for integrating theory and practice in the WIL experience

1. View the integration of theory and practice as a shared responsibility of faculty/staff, students and the workplace supervisor.

2. Clearly define student learning outcomes and use them to guide integration of theory and practice.

3. Develop a plan with specific roles and responsibilities for integrating theory and practice.

4. The work setting should be viewed as an educational platform for enhancing both theoretical knowledge and practice.

5. Consider the learning space’s landscape (intersection of content areas; knowledge, values and skills; and interdisciplinary connections).

6. Consider specific pedagogical practices that can enhance integration before, during and after work experience.

the three-way partnership

For effective WIL, there should be a collaboration between faculty, students, and workplace supervisors.

• Faculty/Staff: Should explicitly embed theory–practice integration as a formal learning outcome and assess it through structured academic tasks.

• Students: Are responsible for actively linking workplace experiences to academic learning and carrying insights forward into future coursework.

• Workplace Supervisors/Employers: Facilitate learning by selecting appropriate tasks, overseeing their execution, and providing meaningful feedback.

clarity of learning outcomes

All stakeholders should be aware of student learning outcomes, including key theoretical concepts and field-specific skills.

• Clear expectations help align academic goals with workplace activities.

deliberate consolidation of learning

Learning should be reinforced through intentional follow-up plans that revisit theory or practice after goals are achieved

• This consolidation strengthens understanding and long-term learning transfer

Reframing WIL as Learning-Integrated Work

Proposes shifting from “work-integrated learning (WIL)” to “learning-integrated work (LIW)”.

• Emphasizes integrating scientific knowledge, professional values, and practical competence while considering organizational, social, and personal learning factors.

(Jonsonn et al. 2014)

Working to Learn concept

Frames the workplace as an educational platform rather than just a site for skill application.

• Highlights learning as something generated through work, not just applied within it.

(Cooper et al. 2010)

Three-Dimensional Learning Spaces

Recommends mapping where and how students encounter theory and practice across time and space.

• This model supports curriculum alignment, renewal, and innovation by examining learning environments holistically.

(Cameron, 2006; Orrell, 2011)

Uses of the Learning Spaces Framework

Can map existing curricula to show theory–practice intersections.

• Helps assess current curriculum design and explore opportunities for improvement.

(Orrell, 2011)

Key Dimensions for Mapping Theory–Practice Intersections

• Intersection Content Areas

• Intersection Knowledge/Values/Skills

• Interdisciplinary Connections

intersection content areas

Identifies where curriculum content aligns with professional practice areas.

intersection knowledge/values/skills

Links specific workplace tasks to course knowledge, values, or skills.

interdisciplinary connections

Encourages integrating multiple perspectives (e.g., biological, psychological, sociological) into WIL.

Curriculum Alignment Recommendations

• Emphasizes clearly articulated learning outcomes and staged engagement with practice.

• Work duration should align with educational purpose (e.g., orientation vs. skill development).

• Practice settings should be recognized as sites for acquiring knowledge, skills, and attitudes.

• Preparation and consolidation activities before and after placements are essential.

(Billett, 2009)

Pedagogical Practices Across the WIL Timeline

1. Before the Work Experience

2. During the Work Experience

3. After the Work Experience

(Billett, 2015)

Before the Work Experience

• Learning outcomes should be clearly defined.

• Students should understand their role and the roles of others in supporting learning.

• Preparation should encourage students to be proactive learners.

During the Work Experience

• Students should work closely with experienced practitioners.

• Engagement in tasks aligned with learning goals is essential.

• Peer interaction should be encouraged to extend and consolidate learning.

After the Work Experience

• Students should reflect on and share what they learned.

• Explicit connections should be made between academic content and workplace practice.

Shift Towards Self-Directed Learning in Postsecondary Education

Postsecondary education has shifted from instructor-centered learning to models that value both student-led and teacher-led approaches.

• This shift supports stronger connections between theory and practice.

(Barr & Tagg, 1995)

Values of Student Ownership of Learning

According to Kolb and Kolb (2005), environments where students take responsibility for their learning enhance experiential learning.

• Self-directed learning encourages deeper reflection and application of theory.

Self-Directed Learning

Learning approach in which learners take primary responsibility for managing their cognitive (self-monitoring) and contextual (self-management) learning processes.

• Learners actively construct meaningful learning outcomes rather than passively receiving information

SDL in WIL

Because students are placed in diverse workplaces, it is difficult for educators or supervisors to make theory–practice connections for every experience.

• SDL allows students to independently link theory to practice in ways that are relevant to their specific work context.

SDL in Diverse Learning Contexts

SDL is particularly effective in unfamiliar or diverse settings, including experiential and simulated learning environments.

• Structured work experiences are well-suited to SDL due to their variability and real-world complexity.

Role of Educators in Supporting SDL

Guidance Without Direct Control

• Although students lead their learning, educators play a critical role in guiding them toward important disciplinary knowledge.

• Educators help students identify relevant theoretical frameworks that can inform their self-directed learning in workplace situations.

Benefits of Self-Directed Learning

1. Enhanced learning effectiveness

2. Theory-practice connections

3. Critical thinking and transferable skills

4. Control and broader awareness

5. Experiential learning

6. Practice-based environments

7. Engagement and ownership

Enhanced Learning Effectiveness

Self-directed learning (SDL) improves the overall effectiveness of learning and increases both the depth and breadth of knowledge gained.

• Research shows students learn more meaningfully when they actively guide their learning process.
  

Theory-Practice Connections

When students are responsible for their own learning, they are better able to independently connect theory to real-world practice.

• This autonomy supports more relevant and context-specific learning.

Critical Thinking and Transferable Skills

SDL encourages critical thinking, problem-solving, and the ability to transfer skills across different contexts.

• Students are exposed to multiple perspectives and learn to adapt knowledge to new situations.

Control and Broader Awareness

Students have increased freedom over learning content and direction.

• This freedom allows learners to consider the broader social implications and impact of their learning.

Alignment with Experiential Learning

SDL supports Kolb’s concrete experience learning mode by centering learning around the learner’s needs.

• It facilitates the creation of realistic learning goals, structured plans, identification of resources, and appropriate assessment strategies.

Practice-Based Environments

SDL is particularly effective in environments where independent learning skills are necessary.

• Work-integrated and experiential settings benefit from students’ ability to self-manage learning.

Engagement and Ownership

Active participation in SDL fosters a sense of ownership over learning goals and outcomes.

• This ownership enhances motivation, engagement, and responsibility for learning.

Theoretical Framework of Self-Directed Learning

Garrison’s Self-Directed Learning Model (1997)

• Garrison’s model identifies three overlapping and interdependent dimensions: self-management, self-monitoring, and motivation.

• Together, these dimensions explain how learners plan, regulate, and sustain their learning in self-directed environments.

Garrison’s Self-Directed Learning Model

1. Self-Management

2. Self-Monitoring

3. Motivation

Self Management

• Definition and Focus

  • Self-management refers to the social and behavioural aspects of learning, including setting goals and managing resources and support.

  • Its primary role is to shape the contextual conditions under which self-directed learning occurs.

• Key Components of Self-Management

  • Includes overseeing learning goals, selecting methods to achieve them, identifying available resources, and determining appropriate assessment strategies.

  • Learners may also contribute to learning plans, such as setting flexible schedules or negotiating timelines.

• Balancing Educational Standards and Personal Meaning

  • Effective self-management balances common academic standards with learning that is personally meaningful to the student.

  • For example, students meet discipline-specific requirements while tailoring learning to their personal interests or career goals.

Self Monitoring

• Definition

  • Self-monitoring is the process by which learners construct personal meaning by integrating new knowledge with prior understanding.

  • It encourages ongoing reflection on progress toward learning goals.

• Reflection and Evaluation

  • Students should self-monitor throughout the learning experience to assess whether goals are being met and to recognize unexpected learning outcomes.

  • This process values both planned and unanticipated learning that occurs in practice settings.

• Internal and External Feedback

  • Effective self-monitoring requires a balance between internal reflection and external feedback from instructors, mentors, or peers.

  • Collaboration helps solidify reflections and strengthen meaning-making.

• Strategies to Support Self-Monitoring

  • Common methods include journaling, reflective writing, progress meetings, and structured peer discussions.

  • These activities help learners articulate and evaluate their learning experiences.

Motivation

• Definition

  • Motivation refers to the perceived value of learning goals and the learner’s expectation of success when learning begins.

  • It influences whether students initiate and persist in self-directed learning.

• Entering Motivation

  • Entering motivation reflects the learner’s initial commitment to a goal and the plan to achieve it.

  • It is shaped by personal characteristics, goals, and emotions.

• Task Motivation

  • Task motivation involves sustaining effort and actively pursuing learning goals over time.

  • Both entering and task motivation are required for successful self-directed learning.

Key Factors That Motivate Learning

1. Perceived competence and self-efficacy

2. Perceived control over learning

3. Interest and enthusiasm

4. Personal significance

5. Personal goals

Perceived competence and self-efficacy

• Students who believe they can succeed tend to apply more effort and remain resilient when facing challenges.

• Confidence enhances persistence and task efficiency.

Perceived control over learning

• Feeling in control of learning processes and outcomes increases engagement and satisfaction.

• Autonomy supports deeper and more meaningful learning experiences.

Interest and enthusiasm

• Motivation increases through personal interest or situational interest created by engaging tasks or unique contexts.

• Enjoyment and curiosity strengthen commitment to learning.

Personal significance

• Learners are more motivated when tasks are meaningful or meet personal needs.

• Relevance increases investment in learning outcomes.

Personal goals

• Both social goals (e.g., networking) and academic goals (e.g., grades or skill mastery) motivate students.

• Goal alignment supports sustained effort in learning tasks.

Integration of the Three SDL Dimensions

• Interdependence of Self-Management, Self-Monitoring, and Motivation

  • The three dimensions of the SDL model are mutually reinforcing.

  • Proficiency in one area strengthens the others (e.g., motivation increases when learners feel control and responsibility).

Additional Elements Supporting SDL

Collaboration

Assessment and Self-Assessment

Reflection and Critical Thinking

Evaluation of the Work Experience

Collaboration

• Working with peers and colleagues supports goal-setting, feedback, and shared learning.

• Collaboration enhances reflection and accountability.

Assessment and Self-Assessment

• Appropriate assessment methods, including peer and instructor feedback, support learning evaluation.

• Self-assessment promotes awareness of progress and areas for improvement.

Reflection and Critical Thinking

• Continuous reflection and critical thinking are central to meaningful self-directed learning.

• These processes help learners evaluate experiences and apply learning to future contexts.

Evaluation of the Work Experience

• Opportunities to appraise the organization or agency after the experience encourage deeper insight.

• This evaluation supports learning transfer and professional growth.

Challenges of SDL

1. Student anxiety and resistance

2. Perceived lack of structure

3. Integration of technology

4. Timing of introduction

5. Feasibility across disciplines

6. Providing appropriate support and guidance

7. Limitations for certain tasks

8. Need for a balanced approach

Student Anxiety and Resistance

• Some students may feel anxious or resistant to self-directed learning due to a perceived lack of structure.

• Learners who are accustomed to teacher-led environments may struggle with increased autonomy and responsibility.

Perceived Lack of Structure

• Self-directed learning can feel ambiguous, especially when expectations are not clearly defined.

• This lack of structure may hinder engagement for students who prefer clear guidance and direction.

Integration of Technology

• Effectively incorporating technology to support self-directed learning can be challenging.

• Inadequate access, training, or alignment of technological tools may limit learning effectiveness.

Timing of Introduction

• Introducing self-directed learning too early (e.g., first year) may overwhelm students who lack foundational skills.

• Conversely, introducing it later in a program may limit opportunities to fully develop self-directed learning competencies.

Feasibility Across Disciplines

• Self-directed learning may be difficult to implement in highly structured or technical programs such as nursing or medicine.

• Certain skills may require close supervision and standardized instruction for safety and competence.

Providing Appropriate Support and Guidance

• Instructors and coordinators may struggle to offer individualized guidance aligned with each student’s learning goals.

• Ensuring adequate mentorship while maintaining learner autonomy is a key challenge.

Limitations for Certain Tasks

• Some learning objectives are better suited to structured, instructor-led approaches.

• Research shows supervised training can lead to faster skill acquisition for certain technical or procedural tasks.

Need for a Balanced Approach

• Self-directed learning should be complemented with teacher-led instruction when appropriate.

• A blended approach helps address the limitations of SDL while preserving its benefits.

Facilitating the Theory–Practice Nexus Through Teacher-Directed Learning

Although student-directed learning is valuable, educators continue to play a critical role in supporting theory–practice integration.

1. Clarifying intended learning outcomes

2. Alignment with worksites and tasks

3. Overarching and flexible learning outcomes

4. Iterative development of learning outcomes

5. Designing critical learning activities

6. Assessment to support SDL

7. Challenges assumptions through practice

Clarifying intended learning outcomes

• Academic instructors and program coordinators are responsible for clearly defining the intended learning outcomes of the work experience.

• These outcomes must align with potential worksites and placement tasks to ensure theory and practice can be meaningfully integrated.

Alignment with worksites and tasks

• Careful alignment ensures the feasibility of connecting workplace practice with academic theory.

• This process preserves the academic integrity of both the course and the structured work experience.

Overarching and flexible learning outcomes

• Learning outcomes should be broad and flexible to accommodate diverse student needs and workplace contexts.

• Overly specific outcomes may limit students’ ability to tailor learning to their individual goals.

Iterative development of learning outcomes

• Creating learning outcomes should be an ongoing, iterative process involving both instructors and students.

• Iteration allows outcomes to be refined as learning needs and workplace contexts evolve.

Designing critical learning activities

• Instructors support self-directed learning by designing activities that encourage reflection and integration of theory and practice.

• Examples include journaling, video blogs, case studies, and structured class discussions.

Assessments to support SDL

• Assessments should complement the self-directed learning approach by promoting reflection and critical thinking.

• Well-designed assessments help students articulate and evaluate their learning.

Challenging assumptions through practice

• Educators play a role in questioning traditional assumptions within professional training.

• By fostering evidence-based reflection, instructors help students use practice experiences to deepen theoretical understanding.

Teaching Subject-Specific and Transferable Knowledge and Skills

• Academic instructors provide theoretical and practical content that helps students critique and reflect on their work experience.

• This content may be delivered before, during, or after placements, depending on the integration approach used.

Subject-Specific Knowledge and Skill Development

Discipline-specific skill instruction and assessments:

• Instructors may design courses that develop skills directly related to students’ professional practice.

  • e.g. a 4th year medical course focused on surgical skills such as suturing and knot tying

  • These courses help students apply theory in a controlled, supportive environment.

• Instructors design assessments that ensure students achieve intended learning outcomes

Transferable Knowledge, Values, and Skills

Transferable skills complement discipline-specific knowledge and support overall educational development.

• They enable students to adapt learning across different contexts and professions.

Transferable Skills Examples

Includes communication, problem-solving, teamwork, decision-making, resilience, curiosity, and work ethic.

• These skills are applicable across industries and roles.

Transferable Skills and WIL

Transferable skills are now recognized as a core component of postsecondary education.

• Work-integrated learning environments provide ideal contexts for developing these skills.

Professional Standards

Common standards include professionalism, citizenship, professional judgement, communication, and information literacy.

• Work readiness and professional competence are key outcomes of structured work experiences.

Professional Standards and Employability

Development of transferable and professional skills enhances students’ employability after placement.

• Employers value graduates who demonstrate both technical competence and professional behaviours.

Standards for Professional Practice-Based Education

1. Professionalism and citizenship

2. Professional judgement

3. Communication and interactions

4. Information literacy

5. Professional competence and work readiness

Professionalism and citizenship

• Emphasizes accountability, trustworthiness, and commitment to quality in professional practice.

• Includes social inclusion, sustainability (financial, social, environmental), a global perspective, and continuous reflection as a lifelong learner.

Professional judgement

• Involves the ability to think critically, adapt to changing situations, and solve problems effectively.

• Requires ethical and lawful decision-making, creativity, and flexibility in professional contexts.

Communication and interactions

• Focuses on clear, professional, and supportive communication in diverse environments.

• Includes teamwork, collaboration, collegiality, cultural competence, and maintaining confidentiality.

Information literacy

• Refers to the ability to access, evaluate, and synthesize information from multiple sources.

• Includes producing reports and multimedia presentations to communicate information effectively.

Professional competence and work readiness

• Encompasses professional knowledge, technical skills, and the ability to integrate theory and practice.

• Includes independence, initiative, safe work practices, and readiness to function effectively in professional roles.

Areas of Preparation for Facilitating the Theory/Practice Nexus

• Instructor knowledge and awareness

• Continuous reflection and mentorship

• Integrating teacher-led and student-led learning

• Knowledge acquisition approaches

• Motivating students to connect theory and practice

Instructor Knowledge and Awareness

• Educators should understand their role as work-integrated learning (WIL) facilitators.

• This includes effective teaching strategies, knowledge of the broader curriculum, and understanding learning outcomes and theoretical/practical content.

Continuous Reflection and Mentorship

• Instructors should regularly reflect on their teaching practices.

• Mentorship and practice in meaningful environments help refine facilitation skills.