The Abrupt Transition to Distance Social Work Teaching: Lessons Learned in the Age of COVID-19

Autor/inn/en	Shklarski, Liat; Ray, Kathleen
Titel	The Abrupt Transition to Distance Social Work Teaching: Lessons Learned in the Age of COVID-19
Quelle	In: Journal of Teaching in Social Work, 41 (2021) 5, S.505-519 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shklarski, Liat) ORCID (Ray, Kathleen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2021.1988032
Schlagwörter	Educational Change; COVID-19; Pandemics; Social Work; Counselor Training; Online Courses; Distance Education; Teaching Methods; Family Work Relationship; Educational Improvement; Counselor Educators; Teacher Surveys; Teacher Attitudes; College Faculty; Faculty Workload; Stress Variables; Technical Assistance; Social Support Groups; Technological Literacy; Work Attitudes + Suchen Sie Ihr Suchwort? Bildungsreform; Soziale Arbeit; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching improvement; Unterrichtsentwicklung; Lehrerverhalten; Fakultät; Technische Hilfe; Social support; Soziale Unterstützung; Technisches Wissen; Work attitude; Arbeitshaltung
Abstract	Evidence of the impact of COVID-19 on higher education, specifically on social work education, is gradually emerging. While the empirical literature points to the effectiveness of delivering course content virtually, research on the impact of the abrupt, forced transition from in-person to distance teaching during the COVID-19 pandemic is limited. This quantitative study presents findings from a survey of social work instructors about their experiences during the abrupt transition from in-person to distance teaching in the first few weeks of the COVID-19 pandemic. Findings reveal that the sudden transition to distance teaching was perceived as stressful, required technological and emotional support, and workload adaptations from their institutions. The participants also reported that their work-life balance and attitudes toward distance teaching were positively affected by the change. Findings from this study also suggest the need for comprehensive institutional support to improve distance teaching methods, to prepare social work students to face the social impact of the COVID-19 pandemic, and to demonstrate that social work instructors see the benefits of online teaching and may be interested in continuing with it in the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01