This paper discusses the challenges and opportunities of applying a Work-integrated learning (WIL) perspective to distance learning programs in higher education. More specifically, it disseminates the Work-integrated education (WIE) elements incorporated in the 2-year program ”Webmaster” at University West, Sweden, with about 100 students each year.

The program consists of two main themes, web programming and graphic- and user experience (UX) design, respectively. A majority of the students live in Sweden, but about 10 percent live abroad. With so many students dispersed around the world, more traditional placement-based WIE activities, such as internships, are challenging to accommodate. Other challenges are that the students are in different stages of life, often having to balance work, family, and study commitments (cf. Dean et al., 2020; Dean & Campbell, 2020). Another factor to consider when implementing WIE activities is that for these students, placement-based WIL is not necessarily preparing them for a future in the web industry. While more traditional work settings are common, more novel forms of work, such as work-from-home, nomadic work practices, and gig-based work, are increasingly common. Hence, a traditional placement-based WIE activity would not suffice to prepare students for work in the industry.

So, given the heterogenic nature of the student group regarding their demographics, their purpose and ambitions, physical location and uncertain future work contexts, taking in a WIL perspective is challenging at the same time as it is presenting us with the opportunity to explore alternative non-placement forms of WIL.

In this paper we explore the students’ attitudes towards and impressions of the implementation of three forms of non-placement WIL:i) ”WIL glimpses” features a series of curated (by the lecturer) resources already freely and readily available on the internet, in which people in the industry share glimpses from their workdays,ii) ”follow-along workshops” in which we have contracted experienced guest lecturers to conduct workshops with students on campus-based courses and filmed these sessions for use as follow-along workshops for the online students,iii) a series of ”Alumni interviews”, where former students are interviewed about their careers after graduating, the process of obtaining an income in the industry, their typical workday, and what competencies are sought after in the industry.

The findings suggests that, despite none of these elements being mandatory in the various courses in the program, they are appreciated by the students as well as by the guest lecturers and alumni that take part. Thus, the elements contribute to the students’ readiness (Billet, n.d.).

Taken together, the three elements of WIL provide not only opportunities to incorporate non-placement WIE activities in the program. They have also proved to be a re-usable educational resource, and as such highly valued by the lecturers involved in the program. Hence, we suggest that an innovative way to incorporate WIL in an online education is to offer a series of non-placement glimpses that represents the industry perspectives.