23rd International Conference on Computer and Information Technology (ICCIT), 19-21 December, 2020.
A Conceptual Design of Virtual Internship System
to Benchmark Software Development Skills in a
Blended Learning Environment*
2020 23rd International Conference on Computer and Information Technology (ICCIT) | 978-1-6654-2244-4/20/$31.00 ©2020 IEEE | DOI: 10.1109/ICCIT51783.2020.9392670
Md. Raihan Mia
Department of Computer Science and Engineering
Bangladesh University of Engineering and Technology
Dhaka, Bangladesh
Email: 1305116.mrm@ugrad.cse.buet.ac.bd
Bipul Chandra Dev Nath
Department of Computer Science and Engineering
Bangladesh University of Engineering and Technology
Dhaka, Bangladesh
Email: bipulchnath@gmail.com
Abstract—Problem-based learning (PBL) design with the
incorporation of educational institution/software industry and
technology education has long been accepted as an important
step in the developmental process of future learning designers.
A virtual internship platform in a blended learning environment
to design a preferred virtual program that will overcome
many limitations of professional skill development among
final year computer science (CS) students or fresh graduates.
In this research, we have designed a Virtual Internship
System (VIS) that will solve the major problems of virtual
workplace management and interconnect our young generation
with the industry regardless of their physical location and
other obstacles. We have segmented and designed possible
program tracks and assessment methods to ensure the best
outcome of virtual transformation in the field of internship.
Our previous research findings and developed components of
e-Learning Research and Development Lab (eLRD-Lab) like,
PBL model, problem bank, question bank similarity searching
(QBSS), web-based integrated development environment, exam
undertaking, automatic evaluation, result monitoring, etc have
been exclusively applied in this design. Our future target is to
establish a benchmark that will be guaranteed by professional
skill development.
Keywords: Learning design, Virtual internship, Software
industry, System design, Clustering, Evaluation
I. I NTRODUCTION
An internship, traditionally, means real-life work experience
of medical graduates offered by a health organization/hospital
for a limited period of time [1]. Nowadays, the term is used for
a wide range of placements typically undertaken by students
and graduates looking to gain relevant skills and experience in
a particular field. Attending an internship program has become
a mandatory part of studies in the undergraduate level of
https://elrd-lab.github.io [e-LRD-Lab, Dept. of CSE, BUET]
978-1-6654-2244-4/20/$31.00 ©2020 IEEE
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Anwar Hossin Zahid
Department of Computer Science and Engineering
Bangladesh University of Engineering and Technology
Dhaka, Bangladesh
Email: mdahzahid@gmail.com
Abu Sayed Md. Latiful Hoque
Department of Computer Science and Engineering
Bangladesh University of Engineering and Technology
Dhaka, Bangladesh
Email: asmlatifulhoque@cse.buet.ac.bd
Computer Science (CS) education in many universities and
institutes. There are lots of potential problems with internships
in general:
1) Difficult to find the placement of interns to the indus-
tries.
2) Real-life experience gaining.
3) Learning management during the period of internship.
4) Measuring the learning outcome during and after an
internship.
The above problems can be solved with a Virtual Internship
System (VIS) capable of running in a blended learning en-
vironment. An institution can increase the virtual education
effectiveness through Virtual Internship Framework for On-
line Distance Learning (ODL) by qualitative and quantitative
assessment of student’s learning [2].
A virtual internship is a work experience program where the
participant (intern) gains experience while working in a remote
professional setting and is not physically present at the job
location. Virtual Internship for engineering education [3] to
enable students to solve complex engineering problems in a
mentored, collaborative environment; allow educators to assess
engineering thinking, and provide an introductory experience
that students enjoy and find valuable.
In this research, a virtual internship system has been proposed
that supports blended learning environment by the inclusion of
all features arising in real-life internship scenarios and at the
same time removing the above problems and limitations. There
are several web-based virtual internship systems designed
to reduce the proximate distance between industry and job-
seekers [4]. In the domain of software development, database
management, data science, development tools, and cloud com-
puting, a virtual internship environment was implemented
to facilitate skill development among students/fresh gradu-
ates [5]. Columbia University’s Virtual Internship Program
website provides this compelling rationale: “Currently, over
8 million people work virtually across the United States,
and increasingly, companies and organizations are exploring
the virtual workplace” [6]. University of Maryland University
College (UMUC) designed several biotechnology capstone
courses in a virtual environment affiliated with the startup
company, solving small biotechnology businesses related prob-
lems as project assignments [7]. Introduce a Virtual At-
tachment Theory (VAT) [8] to the design and development
of a virtual program that is important to understand the
behavior pattern of different stakeholders. In attempting to
understand the educational value of virtual internships for
students, one can turn to the social learning theories and
theorists, including Bandura, who believe that learning occurs
in a social context [9].
As a third world country, the accumulated contribution of
Bangladesh in the field of outsourcing and freelancing is huge,
and the local software market is expanding exponentially.
Overall, 89.5 percent of the employed IT/CSE/ICT graduates
were in the private sector and most of them first joined as
an intern [10]. The local industry’s capacity and an abounded
number of graduates made the process of internship enrollment
acutely difficult. An efficient online Learning Design (LD)
assembled by education system curricula and industry culture
can bring a transformation of the traditional internship process.
We have designed a system to develop a VIS platform with
integration of Problem Based Learning (PBL) model, problem
bank of real-life industry projects, direct collaboration with
industry/institute personae, performance evaluation, and future
opportunities wing of an intern that facilitates industrial skills
development.
II. O BJECTIVES AND B ENEFITS
Our system has intended to solve major problems related to
professional skill development among students, fresh graduates
alongside institutional and industrial affiliation. The objectives
of VIS are converged in a certain pledge of providing skilled
brain-workers in the IT industry and hence alleviating the cur-
rent unemployment problem as well as lessening the scarcity
of skilled employees. The main objectives of this research are
pointed below.
• VIS will pave a way to students/fresh graduates for learn-
ing and developing their professional skills by yielding
an opportunity to explore a diverse area of expertise.
• Provide a universal platform through VIS to students,
fresh graduates as well as potential job-seekers to improve
their competency which will assist to boost up their career
goal.
• Virtually improve industrial skills in a blended learning
environment.
• Quality improvement by solving real-life and industrial
level problems.
• Professional badge and ranking using the quality bench-
mark.
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• Reduction of unemployment problems of fresh
IT/ICT/CS graduates.
Students or fresh graduates are attracted to virtual internships
because it allows them to gain experience without commuting,
or considering the physical proximity of jobs. But virtual
internships also offer a number of appealing benefits for
employers:
1) Larger applicant pool. Hiring virtual interns allows
employers an almost endless choice of candidates. No
longer employers are limited to only those interns who
live nearby or—in the case of unpaid internships—to
those who can afford to work for free.
2) Workers only when needed. In small businesses where
there is hardly enough work to support a full-time
internship program, a virtual internship will make it
easy to utilize interns on a per-project basis. As long
a certain number of hours per week, month, or semester
is guaranteed to an intern, employers can assign projects
to be completed remotely as they arise, without worrying
about creating work when things slow down and it will
definitely be a great opportunity for an eager intern.
3) Space and equipment savings. Virtual Internships, in
general, are a cost-effective source of motivated, intelli-
gent labor, virtual internships take the value focus one
step further.
4) Interruption reduction. If an individ-
ual/company/institution has a small number of
staff, hiring remote interns means they won’t have to
overwhelm one employee with the task of training or
supervising an intern 40 hours a week or with an intern
having unlimited access to assistance.
5) Student scheduling convenience. A virtual internship
program easily accommodates busy graduating students
because of its innate flexibility.
6) Capitalization on familiar communication. Virtual in-
ternships take advantage of the fact that today’s intern
is likely most comfortable communicating online. This
does not mean learning how to function face to face
with coworkers is not important: Ideally, tomorrow’s
employees will be adept at both ways of working. But
a student who is already saddled with responsibilities
will be grateful for the chance to gain experience in a
virtual setting. And as employers know, happy workers
are hard workers.
7) Full-time recruitment. On the basis of intern perfor-
mance, employers can make a decision to hire the best
employee for their required position.
III. O UTLINE OF M ETHODOLOGY
We are focused on the application of our previous re-
search findings and have developed an efficient approach
to accomplish our objectives. How can we achieve this? a)
Professional learning skill improvement by Synthetic applica-
tion development (Web-based); b) Application of technology-
enhanced learning [11]; c) Application of problem-based
e-learning [12]; d) A universal platform of professional
expertise. Our previous developed system has several com- TABLE I
ponents like, problem bank, exam undertaking module, web- A SSESSMENT TYPES
based integrated development environment, assessments and Exam Based Task Based
results analysis, etc that are compatible to integrate with Test types Template based Task
• Diagnostic test
VIS. Two types of users will interact with VIS- intern and • Placement test
• Modification in specific
project
• Progress or • Implement required
Achievement functionalities/modules
test in existing project
• Objective tests • Error debugging
(True/False, • Problem solving
MCQ)
• Subjective tests Problem based Task
(short answer, • Competitive
essay) programming

Question Assignment/Task
types • True/Falses
• Fill in the blank
• Matching
• MCQ
• Ordering
• Short answer
• Essay
• Practical exams
• Open question
(discussion
based)

B. Question and Task Management

Fig. 1. VIS Activity Diagram
industry/institute authority. In Figure 1, the activity diagram
shows the flow of the whole process where the user can
access the role-based specific modules. Interaction between
different stockholders e.g. intern-institution, intern-company,
institution-company will be followed by PROVIP model [13].
We have divided the whole system into 5 modules and each
module consisted of several sub-modules.
The system administration handles this module. This mod-
ule is divided into 3 sub-modules. Each sub-module performs
specific tasks. Question Bank is the main component of a
problem-based learning system. We are using PBL problem
bank of our previous research to store internship exam/task
questions that already contain numerous SQL problems, pro-
gramming problems, MCQ, true/false, short and essay ques-
tions, etc. Our problem types are structured and unstructured.
Question bank management operations: Insert, update, delete
questions, class tagging, difficulty assign, segmentation, other
operations related to the database management have distributed
between different user levels.

A. Internship Pool Creation

Authorized institutions/companies have access to create
new internship pools. This module is divided into two sub-
modules with specific functionalities. Two distinct track A)
Exam management B) Assignment management is supported
by the PBL model that could be coordinated in the authority
panel. Authorities set up the environment of internship and
configure parameters like- internship title, company/institution
details, description, skill/expertise tag, programming lan-
guage/framework selection, problem/template selection or cus- Fig. 2. Hierarchical Clustering dendrogram of Problem Bank
tomization, practice content selection/insertion, divide steps of
execution, time scheduling, offer and certification. All possible 1) Domain specific clustering and question/task recommen-
question types and test types that consistent with our platform dation: The whole content of question bank has been clustered
is stipulated in TABLE I and authority have privileged to in different classes using hierarchical clustering algorithms.
choose any of these. Figure 2 shows the dendrogram of hierarchical clustering

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 TABLE II from user feedback by using unsupervised machine learning
T RACKS OF I NTERNSHIP P ROGRAM model and update the model. To handle the question duplicity,
Program Programming Lan- Template Scopes similarity, and ranking, Question Bank Similarity Searching
Track guages/ Frameworks (QBSS) [14] API will be integrated as a third-party search
Database engine.
• SQL • Student database
• PL/SQL • University database 2) Template and Problem-based task assignment: This sub-
• NoSQL • Database of Health module is intended to make an individual candidate accus-
and medical
• Store database tomed to the industry level work/task. So, it is designed to
• Employee database provide the candidates with the essence of industry compatible
• Others tasks and problems. As the industry level problem domain
Competitive is too vast, we have further divided it into several classes.
Program- • C/C++ • Number theory Institutions/companies can use existing system templates and
ming • Java • String analysis
• Python • Graph theory
problems from the following scope and assign tasks/problems
• Golang • Geometry for a specific internship program. Institutions/companies can
• Data structures also be able to upload their pre-defined templates and assign
• Artificial Intelligence
tasks by following the system’s mechanism. Initially, we have
Web divided all programs into seven tracks (see the TABLE II)
Development • HTML5 • Company portfolio inclined with the current software industry demand that ac-
[Frontend] • CSS • Institution web pages
• Javascript • Commercial web complished by a survey of 7 Bangladesh’s software company
• Bootstrap pages personae and Institute of Information and Communication
Technology, BUET. Survey questions were related to the ea-
Web
Development • HTML5 • Small shop gerness of virtual transformation, market demand and position
[Frontend + • CSS • Hospital management of an intern, what roles and responsibilities they required from
Backend] • Javascript • School management an intern, scope of internship, current performance evaluation
• Bootstrap • Small scale product
• PHP/Java/ • Online Learning Plat- method, etc. In the scope of VIS course tracks, authority can
Python form design an internship program as their business requirements
• Database and tech stack from existing problem banks or by assigning
Web Devel- new. Moreover, the templates have designed as flexible as
opment [Ad- • HTML5, Boot- • Ecommerce possible to assign relevant problems/tasks and create a new
vanced] strap, CSS application
• Angular/React/ • Hospital management
template in a stipulated course. We will use the complexity
VueJS • Employee model of SQL Learning and Evaluation System (SQL-LES)
• NodeJS/Spring management (HR [15] in each track to ensure the fair distribution of problems
Boot/Django/ & Payroll)
Flask/Laravel/ • ERP
among the interns.
Codeigniter • e-Learning platform
• MySql/Postgre/ • Health software C. Internship Enrollment
Ora- • Banking software
cle/MongoDB • e-Book This module is the entry point to the virtual internship
• Others
system for final year students/fresh graduates/aspirant job
Apps Devel- seekers. Candidates wishing to make their professional com-
opment • Android • Ride sharing
• Flutter • e-Commerce
petency brush-up as well as want to be well prepared for
• Kotlin • Health app the IT industries will enroll them in the desired internship
• Swift • Banking app programs through this module. We will make the interface of
• Firebase • Games
this module as simple as possible so that any individual can
Data science easily find their desired internship programs from the desired
and Machine • Python • Health companies/institutions according to their area of interests.
Learning • Biomedical
• Finance and banking Moreover, every trifling detail will be precisely described
• e-Commerce regarding internship opportunities with unconditional terms.
• Image and Video The functionalities of this module are:
• Recent, popular, top, latest technology based internship
recommendation.
• Candidates can search with predefined tags to find their
based on the categories of the cluster that are depended on desired internship opportunities.
the tags, question types, task types, difficulties level, program- • Candidates can search for internship programs in their
ming language, etc. Our recommendation Engine will suggest long-cherished companies/institutions.
question/task/template to internship offering authority as per • Candidates can find the descriptions and responsibilities
their required demand. This engine will continuously learns regarding the internship programs.

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 • Candidates can be informed about details of the intern
plan, schedule, and further step in the dashboard.
• Candidates can enroll them in their preferred internship
by giving their technical and educational information.
D. Evaluation Module
With this module, the performance of an individual can-
didate throughout the internship program will be evaluated.
The evaluation can be an automatic, manual, or weighted
scheme process according to the problem specifications. The
automatic evaluation of programming assignment will follow
the information retrieval techniques [16] that had designed for
C programming and will be applicable for all programming
languages. Generalized Latent Semantic Analysis (GLSA) will
be used for automatic essay grading that makes n-gram by
document matrix [17]. This module will adopt an unbiased
adaptive evaluation method, unlike traditional comparison
based evaluation techniques. The individual tasks throughout
the internship period related to the specific internship programs
will be tracked through this module until the publication of
results. We have been following two different approaches to
bring the transparency of the evaluation methods, discussion
about the assessment, and measurement of the learning out-
Fig. 3. System Architecture with Process Flow
come during and after an internship.
1) Online based evaluation that will connect
expert/instructor with the interns in a virtual microservice-based design in Figure 3, the VIS system will
environment. be implemented in a web-based environment by incorporating
2) A blended environment where the interns will interact our previous research finding and developed components.
face-to-face with the program’s instructor after the pan- We are using the Scrum process [19] under Agile Software
demic situation over. Development Methodology and milestone-based execution. As
The automatic assessment of template-based tasks will be per the Software Development Life Cycle(SDLC) we reached
evaluated based on following criteria: a definition of our requirements and designed the system.
1) Current state of step-wise task and reward for the Our existing implemented modules and database of Problem
completion of each step. Based e-Learning system [20] will exclusively be applied in
2) Rating of knowledge, curiosity, efficiency, learning rate, this system. Problem Bank database, Question Bank Similarity
timing sense and other parameters based on continuous Searching (QBSS) API, Exam taking and evaluation module,
question, opinion, feedback and report of an intern. Web integrated compiler/interpreter (HTML, CSS, Javascript,
SQL, C/C++, Java, Python, PHP, etc), Result monitoring
E. Result Monitoring module, Admin panel will be integrated with VIS directly
This module will show the assessment of individual perfor- or by slightly modifying. VIS web-based system shall have
mance in an internship program with proper evaluation. An the following interfaces: 1) Institution/company’s module 2)
overall and program specific leader-board of interns will be Student module 3) Evaluation module 4) Result monitoring
presented according to their performance. The best candidate module 5) Administrative module.
will be recommended to the companies searching for com-
A. Configuration of online Integrated Development
petent candidates in their specialized program. Recognition
Environment
of their success will be made by giving proper motivations.
Motivate interns through providing certification, Benchmark, As stated in III-C, VIS has been providing template-based
Badge, Ranking, Performance-based payment, Job opportuni- problems and assignments. We have categorized template-
ties, etc. based problem domains in different groups/courses having a
problem-set for each of the groups/courses. We have arranged
IV. VIS I MPLEMENTATION this problem-set in such a way that we need a separate
E-Learning Research and Development Lab (eLRD-Lab), Environment for each group/course. In our Virtual Internship
Dept. of CSE, BUET had already implemented a web-based system, we will provide each candidate a convenient Virtual
platform for problem-based learning system [18] to facilities Integrated Development Environment for accomplishing as
real-life scenario based problem solving that was aligned with well as tracking their assignments. It should be stated that
the national education curriculum of Bangladesh. As per the an Integrated Development Environment(IDE) is one in which

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the processes and tools are coordinated to provide developers
an orderly interface and convenient view of the development
process (or at least the processes of writing code, testing it,
and packaging it for use). In our Virtual Internship system, we
will use separate IDE for each of the courses providing support
for different languages(C/C++/Java/Python/SQL/R, etc). Web
services running on localhost will be handled by using the
container-based (Docker) cloud computing technology that
will provide each intern an individual unique server port to
run their project and view the outcome from the portal.
B. VIS Testing and Evaluating
Implemented VIS system will be verified and validated in
some segmented steps. If VIS passes all the steps successfully,
then we will release the Beta Version. Steps of testing and
evaluation processes: 1) API testing; 2) Data Integration; 3)
Functionality checking; 4) Unit Testing; 5)Integration testing;
6) User-based system testing; 7) Acceptance testing; From
step 1 to step 5 that will confirm the verification of system
requirements and functionalities. Evaluation of VIS will be
done in step 6 and step 7. VIS will be evaluated by workshops,
system analysis by using google analytics tools, user feedback,
and questionnaires surveys.
V. C ONCLUSION
The impact of the COVID-19 pandemic triggered the ’Go
Virtual’ that will be transformed the future workplace being
non-dependency on physical location. Moreover, many pri-
vate universities are required mandatory internships as course
work for final year CS students. In this paper, a virtual
internship system (VIS) has been proposed to connect the
universities, the industries, and the students/fresh graduates
to enable faster enrollment in a preferred virtual internship
program that facilitates the productivity of software companies
as well as the national economical growth. The few existing
virtual internship platforms have failed to attract the targeted
stakeholders because of poor research efforts and field studies.
Our research has proposed a novel design to mitigate all
possible problems regarding the traditional internship process
and transform it into the next generation internship platform.
Our design is based on the real-life scenario of the internship
programs that incorporate with our previous research outcomes
and developed components e.g. PBL model, problem bank,
QBSS, clustering, web-based IDE, automatic assessment, re-
sult monitoring, and ranking.
Many different adaptations, tests, and experiments have been
left for the future due to lack of time (i.e. the experiments
with real interns are usually very time-consuming, requiring
a minimum of three months to finish a single internship
program). Future work concerns Human-centered design, new
proposals to try different learning designs, machine learning
models for assessment and evaluation, and a generalized
approach to decompose the industry-level problems into the
intern-level problems.
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VI. ACKNOWLEDGEMENT
This work was done in the Department of Computer Science
and Engineering, Bangladesh University of Engineering and
Technology (BUET).
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