A Synchronous Online Social Work PhD Program: Educational Design and Student/Faculty Response

Autor/inn/en	Myers, Dennis; Singletary, Jon; Rogers, Rob; Ellor, Jim; Barham, Sidney
Titel	A Synchronous Online Social Work PhD Program: Educational Design and Student/Faculty Response
Quelle	In: Journal of Teaching in Social Work, 39 (2019) 4-5, S.323-343 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2019.1659908
Schlagwörter	Synchronous Communication; Social Work; Doctoral Programs; Student Attitudes; Teacher Attitudes; Doctoral Students; College Faculty; Curriculum Design; Communities of Practice; Program Effectiveness; Private Colleges; Church Related Colleges; Christianity; Distance Education; Virtual Classrooms; Influence of Technology; Inquiry; Teacher Student Relationship; Texas + Suchen Sie Ihr Suchwort? Soziale Arbeit; Doktorandenprogramm; Schülerverhalten; Lehrerverhalten; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Fakultät; Lehrplangestaltung; Community; Privathochschule; Kirchliche Hochschule; Christentum; Distance study; Distance learning; Fernunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Faculty and students evaluate the curriculum design and delivery of a synchronous online PhD program in social work that prepares scholar-practitioners in social work research, education, and organizational practice. The designers envision a collaborative community of scholars and leaders nurtured by a cohort-based, sequenced curriculum, and intentional faculty mentoring. This teaching and learning platform provides an opportunity to engage with a globally diverse population of doctoral students while fostering both relationships and quality learning outcomes. Educational design and pedagogical features of the program are described and analyzed through the collaborative thinking and learning platform of the Community of Inquiry (CoI) model's interdependent elements--teaching, cognitive, and social presence. Eighteen students and ten faculty evaluated the strengths and limitations of the online program across each dimension of the model through student course evaluations, focus-group reflections, and qualitative faculty survey data. Student and faculty respondents specified the benefits of synchronous presence across all three dimensions. They also identified significant barriers, particularly in the areas of teaching and social presence. Implications and recommendations are based on a review of findings that inform pedagogical decisions and design options for online PhD education in social work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01