Effective Social Work Online Education in Response to COVID-19

Autor/inn/en	Jun, Jung Sim; Kremer, Kristen P.; Marseline, Debra; Lockett, Lorenza; Kurtz, Don L.
Titel	Effective Social Work Online Education in Response to COVID-19
Quelle	In: Journal of Teaching in Social Work, 41 (2021) 5, S.520-534 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2021.1978614
Schlagwörter	Social Work; Online Courses; School Closing; Educational Technology; Technology Uses in Education; COVID-19; Pandemics; Teacher Attitudes; Student Attitudes; Teaching Methods; Asynchronous Communication; Practicums; Experiential Learning; Barriers; Telecommunications; Interpersonal Relationship; Interaction; College Faculty; College Students + Suchen Sie Ihr Suchwort? Soziale Arbeit; Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerverhalten; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Practicum; Praktikum; Praktika; Experiental learning; Erfahrungsorientiertes Lernen; Telekommunikationstechnik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Fakultät; Collegestudent
Abstract	Online education has shown consistent growth in social work curricula over the past two decades despite some questions about the effectiveness of virtual environments in teaching critical elements of social work practice and professional competency. With the COVID-19 pandemic, programs have been forced to exclusively utilize online teaching formats. This study explores student and field instructors' perceptions of the most effective teaching practices during the transition to online teaching. Findings indicate that students preferred asynchronous course content, such as recorded class lectures and discussion boards to live discussions and lectures because of its flexibility. Students completing the practicum process observed significant disruption to traditional social work education, although both students and field supervisors adapted by allowing increased use of video conferencing and telephone practice. Findings indicate clear student preferences and could foster ways to improve e-learning in the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01