Journal of Engineering Education Transformations

Abstract

Abstract- Initial findings indicate that while offline internships offer more opportunities for hands-on experience and direct mentorship, online internships provide greater flexibility and accessibility, allowing students to balance academic and professional commitments more effectively. Quantitative analysis reveals no significant difference in overall task completion rates between the two groups. However, qualitative feedback suggests variations in skill acqui- sition and professional networking opportunities, with offline interns reporting higher satisfaction in these areas. This research investigates the comparative impact of offline and online internships on student perfor- mance, with a focus on skill development, profes- sional growth, and academic outcomes. The study employs a mixedmethods approach, combining quantitative data from student performance metrics and qualitative insights from surveys and interviews. A cohort of 600 postgraduate students, from two batches of a postgraduate professional program, who participated in offline and online internships, was analysed over a period of six months. Key performance indicators, including task completion rates, supervisor evaluations, and selfreported skill acquisition, were assessed. The study concludes that both offline and online internships have unique advantages and limitations. Offline internships tend to foster practical skills and direct professional relationships, while online internships excel in providing accessibility and flexibility. Recommendations are provided for educational institutions and employers to enhance the structure and support of both internship modalitiesto maximize student outcomes. Future research should explore long-term career impacts and sectorspecific performance differences to further elucidate the efficacy of each internship format.

Keywords—Internships,Online, Offline, Professional Courses, Skills development