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This study explores the experiences of undergraduate students participating in virtual internships prior to the onset of COVID-19. We used a phenomenological approach to understand the experiences of ten undergraduate students engaged in virtual internships. Six themes emerged: initial concern about virtual work, the salience of the intern-supervisor relationship, lack of exposure to office dynamics, motivation and time management concerns, perceived benefit of developing work-life balance, and perception of growth/development during the internship. Our findings indicate that higher education institutions and employers should design virtual internship programs that deliberately select and train supervisors, integrate virtual interns into the workplace, and support students in managing challenges with self-motivation and time management; and that virtual internships can greatly benefit students.
Baker et al. (Sun,) studied this question.