Defining Digital Wellbeing Literacy in Remote Work Integrated Learning


  • Nancy An RMIT University, Melbourne, Australia
  • Gillian Vesty RMIT University, Melbourne, Australia
  • Chris Cheong Brimbank City Council, Sunshine Victoria



Wellbeing, Wellbeing Literacy, Digital Wellbeing Literacy, Computer-Supported Cooperative Work, Work Integrated Learning, Pandemic, Employability, Higher Education


The pandemic has accelerated the adoption of remote Work-Integrated Learning (WIL) programs for Higher Education (HE) students, fostered by advances in digital technologies. Emerging as a new post-covid normal, the ‘remote workplace’ and remote WIL brings further challenges with students expressing anxiety in dealing with this new form of working environment. Having the capacity to talk about wellbeing issues with others is an important wellbeing literacy (WL) skill. This paper addresses the need for a better understanding of wellbeing literacy (WL) skills in remote WIL workplaces. Interpreting WL in remote settings can further the definition of WL by extending it to a digital context.   In contributing to Computer-Supported Cooperative Work (CSCW) research and the emerging field of WL, this paper explores how WIL students develop WL skills in a remote setting, which we define as Digital Wellbeing Literacy (DWL). In-depth interviews were held with WIL academics, WIL professionals, WIL students and wellbeing experts on digital and pedagogical factors that support WL in remote work. We found that students proactively use digital communication tools and social media to communicate wellbeing concerns, which in turn helps them practice DWL. We propose four strategies toward improving DWL in HE WIL offerings. 

Author Biographies

Nancy An, RMIT University, Melbourne, Australia

Nancy An is a PhD candidate in the School of Accounting, Information Systems and Supply Chain (AISSC) at RMIT University. She has background experience in designing and delivering training programs to educational institutions. Her research interest involves application of Information Technology to improve teaching and learning.  She is on the AISSC Research and Innovation Committee at RMIT, as a student representative.

Gillian Vesty, RMIT University, Melbourne, Australia

Associate Professor Gillian Vesty, PhD, IMA Member, CPA Australia, is an Associate Professor in the School of Accounting, RMIT University. Gillian is a member of the RMIT Student Wellbeing Advisory Research Group, VP Professional Education IMAANZ and Board Member (Treasurer) Simulation Australasia (SimAust), a peak body in simulation. With a background career in the healthcare industry, Gillian’s teaching and research interests broadly encompass aspects of ‘social and environmental health and wellbeing’ with a focus on digital simulations and serious games in management accounting education. Gillian has published in leading academic journals and is on the editorial board of Accounting, Auditing and Accountability Journal.  Gillian has received grants from the Institute of Management Accountants (IMA, US), International Federation of Accountants (IFAC), HRH Prince of Wales Accounting for Sustainability Project (A4S) and CPA Australia Global Research Funds.  She is an active HDR supervisor and has a passion for developing innovations for use in both teaching and research. Her interactive gaming simulations are used globally (; and acknowledged by IMA/AAA in 2018 outstanding case award. Gillian’s overall goals are to provide accounting, serious games and simulation expertise to advance business and healthcare education and research.

Chris Cheong, Brimbank City Council, Sunshine Victoria

Christopher Cheong is a Business Analyst at Brimbank City Council, Sunshine, Victoria, Australia and a former Associate Professor in the Department of Information Systems and Business Analytics in the School of Accounting, Information Systems and Supply Chain at RMIT University Melbourne.  His research interest involved the application of computational techniques to address issues in various domains, such as business and education.  His latest research focus was on analytics, persuasive systems, and educational technologies.

In recognition of his teaching excellence and technology-enhanced learning research, he was awarded an Office of Learning and Teaching Citation for Outstanding Contributions to Student Learning in 2016 and became a Fellow of the Higher Education Academy in 2018.


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How to Cite

An, N., Vesty, G., & Cheong, C. . (2023). Defining Digital Wellbeing Literacy in Remote Work Integrated Learning. Australasian Journal of Information Systems, 27.



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