Learning In Social Work Education Research Articles

Exploring the Effectiveness of Online Learning in Social Work Education from the Student Perspective

Exploring the Effectiveness of Online Learning in Social Work Education from the Student Perspective

“Here I’m Black, there I’m White”: Israeli social-workers retrospective perspective on intercultural encounters in India and Ethiopia during their training

ABSTRACT International social work brings about an intercultural encounter between guests and hosts from the North and the South, a division associated with power relations. This type of encounter creates a unique learning space for international social work students. In light of the transformative learning theory, the study examined the retrospective perspective of Israeli social workers regarding their intercultural encounter when visiting India and Ethiopia as part of their international social work training. It focuses on formative experiences, which have the potential to generate transformative learning. Using a qualitative approach and photovoice methodology, data was collected from 14 social workers who had taken part in an international social work program. Three main themes emerged from the analysis: 1) Local professional orientation; 2) Exposure to local social-cultural issues; 3) The intercultural encounter as a mirror of Israeli society. The findings shed light on how formative experiences in a foreign land create a basis for transformative learning. The results suggest the need to replace the term ‘culture shock’ with the notion of disorienting dilemmas in order to serve the goals of reflective learning from intercultural encounters and context-dependent learning in social work education in general, and international social work education in particular.

Virtual, interactive clinics as a pedagogy of choice: preparing social work students for the realities of contemporary practice

ABSTRACT In recent decades, a growing number of professions have integrated online simulation approaches into their higher education programs with a view to optimizing graduates’ practice readiness. The existing research attests to the value of online simulations as a vehicle for building students’ competence and confidence in practice, without the risk of harm to end service users. However, social work as a profession has been relatively tardy in adopting these pedagogies. Although COVID has created an impetus for the accelerated use of online pedagogies globally, the value of online simulations as an alternative to face-to-face teaching approaches remains contested and social work-specific literature on these approaches is still emerging. With a view to contributing to this fledgling area of scholarship, this paper reports on the development of a virtual, interactive clinic as the main platform for preparing Bachelor of Social Work students for practice in the context of placement. After providing an overview of how the Clinic was developed and implemented, the paper articulates the Clinic’s purpose, scope and functionality as a learning and assessment platform. The paper concludes with a precis of the key lessons learnt with a view to informing future work in the integration of online simulation-based learning in social work education.

A Systematic Review and Meta-Analysis of Simulated Learning’s Effects in Social Work Education

ABSTRACT Social work education has increasingly integrated simulated learning, yet there is a scarcity of quantitative syntheses on its effects. This systematic review and meta-analysis examines the effectiveness of simulated learning in social work education based on outcomes from using either live standardized clients (SCs) or virtual clients (VCs). The study indicates a significant positive effect of simulated learning, regardless of client type (SMD = 0.95; 95% CI = 0.61 to 1.29). Subgroup analyses suggest that such learning is more effective with Masters of Social Work students, when utilizing VCs, for mental health assessment learning, in smaller classes, and in recent studies. These findings enhance the evidence base supporting the use of simulated learning in social work education.

Reflective Writing in Course Design for Active Learning in Social Work Education

ABSTRACT This qualitative study explores student learning progression through reflective writing on a tertiary-level course in social work. The study is based on the content analysis of three sets of data: student reflective writing, instructor formative feedback on this writing, and student end-of-course reflections. Our findings demonstrate that structured, scaffolded reflection and continuous formative feedback stimulated learning progression, increased awareness of one’s own learning strategies, and supported the adoption of an explorative, reflective stance in students. Therefore, the experimental course design with several reflective tasks created the sought-after intersection of the academic and professional literacies. This design stimulated student engagement and resulted in high attendance. This design is particularly suitable in heterogeneous classrooms and promotes student inclusion and active learning.

Enhancing Cultural Empathy in International Social Work Education through Virtual Reality

School-based bullying is a major global social problem affecting societies around the world. It is argued that Virtual Reality (VR) offers benefits and possibilities in social work education. Within this context, a study was carried out with the aim of analysing students’ experiences with a school-based bullying scenario through Head-Mounted Display Virtual Reality (HMD VR), and exploring the pedagogical potential of this technology to support the enhancement of cultural empathy in international social work education. Using cultural competence and social constructivist perspectives focused on empathy theory, this article addresses the following research questions: How do the research participants describe experiencing the bullying scene with HMD VR? How do the research participants account for their HMD VR experiences in connection with empathy? How can the pedagogical use of HMD VR enhance international social work students’ cultural empathic skills? Data for the study were gathered through four Focus Group Discussions (FGDs) with 38 volunteer research participants based on their postexposure to a scenario on school-based bullying through HMD VR. ATLAS.ti v.23 software (Atlas.ti, Berlin, Germany) was used to undertake a deductive thematic analysis. The findings reveal that HMD VR plays an important role in enhancing different dimensions of empathy, which is an essential element in transformative learning in social work education. The overall implications of using HMD VR in international social work education for enhancing cultural empathy are discussed. The article concludes that HMD VR has a promising role; however, several ethical, practical, and pedagogical aspects need to be considered for this technology tool to provide the sought-after pedagogical value in social work education.

Role and relevance of open and distance learning in social work education: case study of IGNOU, India

ABSTRACT The paper discusses the issues and challenges of offering a pan-India MSW Programme through distance learning, the national accreditation and assessment council vis-à-vis open universities and Indira Gandhi National Open University’s (IGNOU) role in distance education in social work in India. In this light, the paper describes the IGNOU model of MSW curriculum, fieldwork components, evaluation, delivery mechanisms and the challenges and limitations faced by both students and open universities in India. The case study of IGNOU (which is the first national and largest open university in India) provides an understanding of different aspects of curriculum and fieldwork in social work education through open and distance learning.

Blueprint for Social Work Blended Learning Curriculum in the Chinese Context

Purpose: This study explored the conceptual framework and procedures of course design and then optimal evaluation tools for blended learning in social work education in the Chinese context. Method: Fifteen courses of five social work programs in Hong Kong are used to create a blueprint for blended learning in the social work curriculum in the Hong Kong Chinese context. Videos, virtual tours, online games, and an e-forum are components of the course design while pre-test and post-test multiple measurements are used for course evaluation. Parameters are provided for the blended learning blueprint and framework that integrate face-to-face instruction and virtual learning elements. Results: A prominent conceptual framework and important protocols in social work higher education in China is introduced. Discussion: The results of this study contribute to current understanding of the applicability and pedagogical aspects of blended learning in social work in the Chinese context, especially in the post-pandemic era.

Future of Social Work Education

Advances in technology, an increase in non-traditional students, a new generation of e-learners, the COVID-19 pandemic’s impact on education and practice, and the emergence of greater practitioner and client adoption of telebehavioral health present opportunities and challenges for curricular innovation in schools of social work. e-Simulations are reliable, valid, authentic high impact practices that address these challenges and prepare students for a future where social workers are called upon to adopt telebehavioral practice. Although there is literature on the development, implementation, and assessment of simulation-based learning in social work education, much of the literature explores the use of simulations in face-to-face social work education. Provided is a guide for educators and administrators on developing, implementing, and assessing online simulations (e-simulations) in social work education.

Applying the Principles of Brain-Based Learning in Social Work Education

This paper contributes to social work education by presenting brain-based learning as a theoretical framework to understand the impact of brain development and brain processes on learning and teaching. Historically, brain-based learning was adopted in elementary and secondary educational settings to assist educators in determining the pedagogical strategies most salient to supporting cognitive processes. However, in recent years, emphasis on brain-based learning has also emerged in higher education. It is more imperative than ever that faculty rely on evidence-based methods and models of teaching in the learning environment given the life stressors and trauma experienced by college students, including the coronavirus pandemic. Brain-based learning is a well-developed approach informed by theoretical constructs in neurology, psychology, biology, education, and medical science. Implementation of the key principles of brain-based learning are associated with improved academic performance, positively influenced motivation, and supported retention of knowledge. Brain-based learning is a model well-suited for implementation in social work education and supports the experiential practices embedded in social work pedagogy.

Embodying Reflective Learning in Social Work Education

Embodying Reflective Learning in Social Work Education

A proposal for inquiry of network and challenge-based learning in social work education

Today’s welfare system faces a variety of social challenges in terms of social vulnerability, inequality and the presence of segregated and parallel societies. Within this complexity, the professional practitioner meets opportunities for action, institutional frameworks, and the role of higher education as a future social innovator. The objective of this paper is to suggest an inquiry concerning how social work students form their conception on the complexity of every-day social work practice and professional expertise. The focus is to investigate social work students’ process and formation of knowledge regarding challenge based learning (CBL). Methodologically the examination will be based on multi-method data triangulation design. In conclusion this paper suggests the use of socio-ecological and social learning theory to develop more dynamic teaching models to enhance the understanding of the challenging pathways linking social structures in development of students’ professional self.

Podcasting as a Pedagogical Tool for Experiential Learning in Social Work Education

ABSTRACT Although pedagogical fundamentals of teaching with technology appear in the literature, the use of podcasting in the classroom is primarily documented outside of social work education. This study explored outcomes of an assignment in which students create podcasts meant for consumption by people besides the instructor. The authors theorized that this would allow social work students to build skills with engagement, self-awareness and communication while also developing skills with technology. Results suggest that podcasting as an assignment is replicable across levels and types of social work courses, and is potentially a good way to introduce students to the new technologies.

Editorial

The articles in this issue of Social Work/Maatskaplike Werk cover topics related to the innovative utilisation of approaches and methodologies for teaching and learning in social work education and for intervention in social work practice. The first two articles examine the incorporation of technology-enhanced teaching and learning in social work education in the digital era. The first article provides insights into the emerging developments of the Fourth Industrial Revolution, especially for curriculum renewal to prepare prospective practitioners to operate in both online and offline environments. The second article describes how an authentic e-learning framework can provide a pedagogically improved method of course design for groupwork education.

Growing together: cultivating inquiry-based learning in social work education

ABSTRACT Inquiry-based learning (IBL) is a student-centered teaching and learning approach that is student led and inquiry driven. While research has explored experiences of IBL from student perspectives, very little is known about instructor experiences in higher education, particularly in the field of social work. Drawing on four faculty experiences, this paper discusses similarities and challenges of planning and implementing IBL in an undergraduate social work seminar course at a large research-intensive university in Canada. This paper begins by providing an introduction to the state of knowledge regarding IBL in higher education; it then considers research on student experiences of IBL, highlighting the need for this study exploring faculty experiences. Three themes emerged from the data analysis: to include deepened learning experiences, adjusting to a new approach, and peer support and learnings. Implications for social work education includes the need for intentional instructor support for successful implementation of IBL.

Development of a Web-Based GIS Learning Module for Community Asset Mapping to Enhance Service Learning in Social Work Education

In recent years, service learning – a pedagogical approach that integrates learning through service in the community – has gained increasing popularity in higher education as a means to enhance student learning and civic engagement. Service learning is relevant to social work education because of its emphasis on social justice and the amelioration of social problems and field education through practicum sites. The benefits of service learning, however, are dependent on successful integration of this pedagogical approach into the classroom. By developing a web-based learning module, this project aims to explore the possibility of using community asset mapping and geographic information systems (GIS) as an integrated technology tool to promote service learning in social work education. An assessment of this module was conducted by a student survey. The overall positive feedback on the module indicates its contribution to social work study as well as its potential applicability to larger contexts. The project can serve as a starting point for developing best practices for the training of students in mapping and spatial thinking in their community practices that would benefit other disciplines as well. The project supports the university’s mission to improve student-centred, interdisciplinary, and innovative teaching and learning, and its commitment to enhance the economic and social well-being of the local communities.

Work-based learning in social work education: the challenges and opportunities for the identities of work-based learners on university-based programs

ABSTRACTThis article explores the experiences of work-based learners undertaking social work degrees in the UK. The article is based on research of work-based learners on undergraduate social work degrees based in two universities, a local face-to-face university and a national distance learning university. Based on narrative inquiry methods for data collection, the article presents two case studies from the wider study which provide narratives of ‘becoming’ and ‘being’ a student. Drawing on identity theory, the article analyses how identity is an important concept in understanding the challenges and opportunities for this group of students on their journeys into and through higher education. The paper concludes by considering the implications for current provision of social work education.

Creating a Culturally Safe Space When Teaching Aboriginal Content in Social Work: A Scoping Review

ABSTRACTTeaching Aboriginal content in social work education presents risks of retraumatisation for students. There are international calls for a trauma-informed teaching model that creates cultural safety in the classroom. This study aimed to develop a trauma-informed model for social work education by reviewing the literature on cultural safety for Aboriginal peoples. This model incorporates key aspects of ensuring Aboriginal cultural safety: de-colonise social work education; collaborative partnerships; build relationships; critical reflection; develop cultural courage; and yarning and story-telling. It provides a valuable framework for creating a more equitable teaching and learning environment that also ensures the essential academic content is covered.IMPLICATIONSTrauma underlies the historical, contemporary and cultural narratives of Aboriginal peoples. Students engaging in Aboriginal content that is traumatic can mean connecting with trauma that has occurred in their own lives.Trauma-informed teaching and learning will ensure that educators create culturally safe spaces that enable students to engage well with content.The adoption of the framework proposed in this paper may lead to the creation of a culturally safe space for teaching and learning in social work education.

Immersion Learning in Social Work Education: A Pedagogical Tool for Enriching Knowledge and Practice Skills among BSW Students

ABSTRACTImmersion learning is one form of experiential education and has great utility in social work education. However, there is limited research on student learning outcomes from immersion learning courses in social work education. This ethnographic research describes an immersion learning course offered to BSW students (N = 9) and the learning outcomes gained. This semester-long course focused on macrolevel practice with people experiencing poverty, homelessness, and the sexual exploitation of women. As part of this course, students went on a weeklong immersion trip, where they visited a dozen human service organizations and interacted with people experiencing poverty and homelessness. Qualitative analysis produced three findings. First, students reported that these interactions helped them realize their biases and impacted their understanding of poverty. Second, students reported enhanced social work practice skills, such as cultural competency, self-awareness, and interpersonal expertise. They also gained a better appreciation for macrolevel practice. Third, students reported a better understanding of how to deploy classroom knowledge in practice and how to apply what they learned back in the classroom. These findings have implications for undergraduate social work education and how immersion learning programs can be a tool for enriching both knowledge and practice skills.

Oasis in a concrete jungle: arts-informed methods in social work classrooms

ABSTRACTThis article presents a qualitative arts-informed inquiry on teaching and learning in social work education. Using arts-informed research methodology and grounded theory methodology, the research analyses ten interviews of social work educators in two Canadian provinces. This article focused on how university educators use arts-informed methods of teaching about social justice through anti-racist and decolonizing lenses; also discussed are the educators’ personal and professional transformation and development within this process. The main findings discuss the importance of creating an ‘artful’ space as a platform for experiential, embodied and emotive learning, which offers an innovative, more holistic and comprehensive way of teaching social justice. This way of teaching emphasizes personal transformation, giving space to marginalized voices and expression; as well as collective co-creation of meaning and creating practical tools for future social change. The study also touches upon challenges and gaps in using an arts-informed approach, which include student resistance to alternative ways of education, expressed specifically by racialized educators and ambiguity related to assessing artful works in an academic setting. The paper ends with recommendations for social work education.