Online simulations as a tool of integrative pedagogy in learning social work practice skills

Abstract

ABSTRACT This study describes and evaluates online simulations of social work practice skills training, which involved social worker-client interaction exercises that students performed on Zoom with trained actors portraying clients. The aim was to identify factors that affect learning in a simulation exercise. To improve our understanding of learning in a simulation, we looked at the applicability of an integrative pedagogy model to analyze the data. In total, 38 social work students replied to the online survey consisting of Likert-scale and open-ended questions. The quantitative data was analyzed with principal components factoring method and analysis of variance, and the qualitative material with content analysis. In the students’ learning process, three levels of human activity based on the integrative pedagogy model were obtained from the quantitative data: emotional, cognitive, and social. Based on the qualitative material, factors that strengthen learning at different levels were identified. In the results, the role of emotions in the learning process was emphasized. Emotional learning is strengthened by overcoming performance anxiety and the courage to immerse oneself in the exercise, which is connected to a feeling of security, and a permissive and constructive atmosphere. Intermediate interruptions are a significant factor in strengthening cognitive learning in simulation exercises.