Practice Learning Opportunities Research Articles

Impact of Online Learning Platforms in Enhancing Employees' Skills and Knowledge in Academia

Abstract: The study investigates the impact of online learning platforms like Coursera and NPTEL on enhancing educators' skills and knowledge in academia. With digital transformation accelerating post-COVID-19, platforms offer flexibility for professional development, yet challenges persist. The study, conducted through a survey of 73 educators in Bengaluru, uses quantitative and descriptive methods, applying statistical tools like Correlation, Chi-Square tests, and ANOVA to assess platform effectiveness. Key findings reveal that platforms like LinkedIn Learning and Udemy are popular, but balancing work and learning is a challenge for many. While educators appreciate the flexibility, 56.2% express dissatisfaction with the long-term career growth and skill development offered by these platforms. The study highlights the need for better interactive features, practical learning opportunities, and improvements in course content to support effective professional growth in academia. In conclusion, while online platforms provide valuable resources, they must address these gaps to fully meet educators' needs for continuous upskilling

EFFECT OF LEARNING ENVIRONMENT ON STUDENTS ACADEMIC PERFORMANCE IN GEOGRAPHY IN PUBLIC DAY ADVANCED SECONDARY SCHOOLS IN RWANDAA CASE OF NYARUGURU DISTRICT

The study aims to explore the effect of learning environment on students academic performance in geography in public day A Level secondary schools in Rwanda, specifically the case of Nyaruguru district. The study has three specific objectives which are the following: To identify factors of the learning environment that influence students academic performance in geography in public day advanced level secondary schools in Nyaruguru district, Rwanda, to determine the influence Classroom seating arrangement on students academic performance in geography in public day advanced level secondary schools in Nyaruguru district, Rwanda, to determine the relationship between the school teaching environment and students academic performance in geography in public day advanced secondary schools in Nyaruguru district, Rwanda.This research was grounded on environmental psychology theory.The researcher employed a descriptive survey design for this study to collect numerical and correlational research design for evaluating the relationship between variables.The respondents of this study were consisted of 401 participants including 375 students, 10 headteachers, and 15 teachers selected from various day public advanced secondary schools in Nyaruguru district.Data was collected through questionnaires and structured interview guide. Questionnaires were used to collect date from students and teachers, while interview protocols were used to get qualitative information from school Headteachers.The findings reveal mixed perceptions regarding factors affecting students academic performance in geography. While 41.7% of students find the classroom environment conducive, 48.1% disagree. Resource availability is a concern, with 52.4% reporting inadequacy in geography materials like textbooks and maps, and 59.9% strongly disagreeing about practical learning opportunities like field trips. However, seating arrangements are viewed positively, with 66.3% strongly agreeing they enhance visibility and 48.7% supporting peer collaboration. Strong teacher support is evident of teaching environment and performance, but concerns about infrastructure and discipline remain, with 57.8% finding infrastructure inadequate. Finaly, the study recommended that educational planners should enhance school infrastructure and integrate technology, especially in rural areas. Policymakers should ensure equitable resource allocation and support teacher development. School leaders, teachers, and stakeholders must collaborate to create engaging, student-centered learning environments.

Assessing the Role of Social Studies Curricula in Enhancing Tourism Awareness among High School Students: A Student Perspective

Tourism awareness plays a pivotal role in promoting cultural understanding and supporting economic growth, especially in regions with rich heritage and tourism potential. This study aims to evaluate the effectiveness of social studies curricula in fostering tourism awareness among high school students in the Irbid region of northern Jordan. The research addresses the problem of limited integration of tourism-related topics within the existing curricula, which tend to prioritize general knowledge over specialized subjects such as sustainable tourism and cultural diversity. A total of 979 students were randomly selected to participate in the study, and data were gathered using a structured survey designed to assess how well the curricula promote tourism awareness. The research employed a quantitative approach to examine relationships between tourism awareness and variables such as gender, residence, and academic achievement. The results showed significant gaps in the curricula, with minimal focus on hands-on learning experiences like field trips or interactive projects, leading to generally low levels of tourism awareness among students. Furthermore, the lack of career guidance related to tourism hinders students from exploring potential tourism-related career paths. There were no significant differences in tourism awareness based on gender, residence, or academic performance. The study concludes by recommending a comprehensive revision of the social studies curricula to include more specialized tourism concepts, practical learning opportunities, and career exploration activities. Such changes would enhance students’ understanding of the tourism industry and its importance, preparing them for future roles in this sector.

Impact of Virtual Learning on Student Performance and Engagement in Remote Hilly Areas of Uttarakhand

The rapid shift to virtual learning during the COVID-19 pandemic brought significant changes to the education system, especially in geographically challenging regions like the remote hilly areas of Uttarakhand, India. This study explores how these shifts affected high school students' academic performance and engagement in virtual classrooms, given the unique challenges posed by limited infrastructure and connectivity. This study investigates the impact of virtual learning on student performance and engagement in the remote hilly areas of Uttarakhand, India. With the sudden shift to virtual education during the COVID-19 pandemic, schools in these regions faced unique challenges due to their geographic isolation, lack of internet access, and frequent power outages. The study aims to assess how these conditions have influenced the effectiveness of virtual learning and its impact on students' academic outcomes and engagement levels. A total of 51 high school students from 05 government schools in remote areas of Uttarakhand participated in this research. Data was collected through structured questionnaires, focusing on students’ experiences with virtual learning, their academic performance before and after the shift, and their engagement with online classes. The study used both quantitative and qualitative methods, including descriptive statistics, logistic regression, and MANOVA, to analyze the data. Findings indicate that while virtual learning provided an essential educational lifeline during the pandemic, students in remote areas encountered significant barriers that hindered their learning experiences. Limited internet access and frequent electricity cuts were among the primary obstacles reported. Despite these challenges, a majority of students found virtual classrooms useful for maintaining continuity in their education. The study also reveals that virtual learning positively influenced student engagement, particularly in subjects that incorporated interactive content. However, the overall academic performance showed mixed results, with some students struggling due to the absence of traditional classroom interaction and practical learning opportunities. This research highlights the need for improved infrastructure and policy interventions to support virtual education in remote regions. It concludes that while virtual learning has potential, addressing technological and logistical barriers is crucial for ensuring equitable and effective learning experiences for all students in such areas.

Assessment of Entrepreneurial Education Service Quality Among Management Students in Salem District, Tamil Nadu

The quality of higher education is increasingly becoming an important issue as the socio-economic development of a country owes much to it. All over the country, the main aim is to increase the standard of education. Parents and government utilize a huge amount of money on educational system. India has the largest numbers of colleges as well as the largest number of management education institutes and infrastructure in the world. The objective of the study is to study the socio-economic profile of the management students and to measure the level of the entrepreneurial skills, level of satisfaction among the management students in Salem district. A survey was conducted from the target audience, students from the Management studies. 350 sample sizes were collected from 20 selected institutions both Government and Private colleges in Salem district Tamil Nadu, using stratified proportionate random sampling method. Microsoft excel 2019 and JASP (Jeffrey’s Amazing Statistics Program) software was used for data Analysis. The questionnaire instrument scale is based on Likert’s five-point scale. The study adopted descriptive research design. The results reveal a strong correlation between service quality dimensions (infrastructure, faculty support) and student satisfaction. Recommendations are made to enhance entrepreneurial education, focusing on improving physical infrastructure, curriculum relevance, and practical learning opportunities.

Development of Small-Scale Kits and Flipbooks for Practical Acid-Base Instruction

Practicum is essential to learning because it provides practical learning opportunities in building students' knowledge. Learning using the practical method can explain abstract theories into concrete ones and can be analyzed in more detail so that this method can improve cognitive, psychomotor, and affective skills. Practical activities in schools currently still use large amounts of chemicals. The resulting waste is only thrown in the trash or the drain. Disposal of large amounts of chemical waste will affect the surrounding environment. Based on this background, the researcher aims to develop a small-scale practical kit and flipbook for instructions on practical acid and base solutions. This type of research is development research (R&D) and uses the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). Material and language experts and media experts validate products. Product trials were carried out at SMAN 15 Tangerang Regency. The results of the validation of the small-scale practicum kit and flipbook practicum instructions were material 87% (very feasible), language 80% (feasible), and media 84% (very feasible). The product trial results stated that the small-scale practical kit and practical flipbook instructions were suitable for use in the learning process

Developing Leadership and Management Competencies in Maritime Vocational Education: A Qualitative Study

This research investigates the effectiveness of maritime vocational education in developing leadership and management competencies, focusing on ethical decision-making, global competence, and innovation. A qualitative approach was used to gather insights from 24 participants, including maritime professionals, lecturers, graduates, and senior government officers. The results reveal that maritime vocational schools are highly effective in fostering leadership skills, with an overall average score of 9/10 across various indicators. However, graduates indicated a need for more practical, hands-on learning experiences to better transition into professional leadership roles. The study suggests that further collaboration between maritime vocational schools and industry stakeholders is essential to ensure curriculum relevance and alignment with industry demands. By enhancing practical learning opportunities and addressing gaps in leadership training, maritime vocational education can continue to play a critical role in preparing future leaders for the complexities of the global maritime industry.

Mixed methods process evaluation of an advance care planning intervention among nursing home staff.

We developed the ACP+ intervention to support nursing home staff with implementation of advance care planning. While ACP+ was found to improve staff's self-efficacy, it did not change their knowledge about advance care planning. To describe the level of implementation, mechanisms of impact, and contextual factors. Process evaluation embedded in a cluster randomized controlled trial in nursing homes (NCT03521206). Throughout and immediately following the 8-month ACP+ implementation, we collected weekly diaries, post-training surveys, attendance records, facility data, and conducted interviews (n = 32). We applied descriptive statistics and thematic analysis. Management, staff, and ACP+ trainers in seven intervention homes. Although most participants reported they valued ACP+, 33% of eligible staff across nursing homes attended training (range: 6%-69%) and only a few reported they felt ready to engage in actual care planning conversations. Half of all nursing homes adapted parts of the intervention (e.g., more/fewer/shortened training; assigning a coordinating role for practical management). Enough time to consolidate skills, and management support were key for staff engagement in advance care planning, and limited time and staff shortages were significant barriers. Staff reported increased awareness of the importance of advance care planning and felt there was a more systematic way of organizing advance care planning. There was limited staff engagement. Management ownership, clear roles, and collaborative practices may enhance nursing home advance care planning. Accessible and ongoing training for all staff, and ample practical learning opportunities are needed.

Effectiveness of a virtual reality triage simulation program for nursing students: A mixed-methods study

AimsTo examine the effectiveness of a virtual reality simulation (VRS) triage in improving students’ learning motivation, attitudes, satisfaction and learning experiences in an emergency nursing course. BackgroundVR facilitates the realization of clinical scenarios that are significant for teaching emergency nursing. Triage presents a unique challenge in emergency nursing courses, where practical learning opportunities are seldom available. DesignThe study employed a convergent parallel mixed-methods design. MethodsA total of 164 third-year nursing students were recruited from an emergency nursing course. The experimental group of 73 students participated in a VRS triage program and the control group of 91 students received a traditional program based on written case studies. The learning outcomes were evaluated using the Attention, Relevance, Confidence and Satisfaction motivational learning inventory together with questionnaires on learning attitudes and satisfaction. Qualitative data were collected through phenomenographic interviews. ResultsThe learning outcomes from the experimental group showed significant improvement in motivational learning inventory scores, with the greatest increase in satisfaction, followed by confidence, attention and relevance. Qualitative interviews with 30 students revealed four main themes in their learning experiences: “reflecting a real-world clinical environment,” “enabling the internalization of knowledge,” “enhancing clinical skills proficiency,” and “cultivating a positive attitude toward patient care.” The core theme was the establishment of professional core competency. ConclusionsVRS learning shows positive outcomes in enriching students’ learning experiences. This study contributes to the literature on the use of VR technology in nursing education by offering insights into the effectiveness of VRS learning.

Pregnant women's experiences of online prenatal education in Korea during COVID-19: a phenomenological study.

This study aimed to explore the significance and insights derived from the experiences of pregnant women in Korea who participated in online prenatal education during the COVID-19 pandemic. This study employed the hermeneutic phenomenology framework developed by Colaizzi. It involved 12 pregnant women who participated in online prenatal education provided by public health centers in Chuncheon, Korea. Data collection was achieved through in-depth interviews conducted in Korea from October 2021 to April 2022. In total, 51 significant statements were extracted from the interview data and then categorized into 10 themes. Finally, three categories were formed by merging similar themes. The three basic categories of participants' experiences of online prenatal education were "feeling of safety and comfort in body and mind," "frustrated by a lack of interaction," and "digital education being a double-edged sword." Pregnant women expressed ambivalence regarding the benefits and drawbacks of the online educational experience. They desired more interactive and practical learning opportunities, even as they appreciated the comfort of learning remotely. This study revealed the phenomenon of online prenatal education as an advanced form of distance-based prenatal education instead of the traditional in-person classroom. To maximize the educational effectiveness of this new format, public health center policies must address the digital literacy gap and enhance accessibility by leveraging the immersive multimedia experiences that online education offers to pregnant women. We recommend that maternal healthcare providers adopt this innovative approach to prenatal education, utilizing distance education technology to improve participation and promote immersion.

ESCAPE ROOMS IN GEOGRAPHY EDUCATION: AN INNOVATIVE APPROACH TO LEARNING AND TEACHING

Background: The use of escape rooms in education has gained traction as an innovative pedagogical approach to enhancing student engagement and alleviating learning-related anxiety. This study explored the effectiveness of escape rooms as an instructional tool in geography education, with a particular focus on Generation Z students, who are known for their preference for practical learning opportunities and active engagement.Results: The study conducted an educational experiment involving Hungarian 7th grade students, comparing the escape room methodology with traditional frontal teaching methods. The results indicated that students exposed to escape rooms exhibited heightened engagement and sustained attention compared to those in the control group. Furthermore, students generally preferred collaborative escape room sessions, which provided opportunities for social interaction and shared responsibilities. Analysis of end of-unit test results revealed a positive correlation between escape room methodology and student performance, particularly in tasks requiring higher cognitive levels and evaluation.Conclusions: The findings suggest that escape rooms align well with the learning preferences of Generation Z students, and contribute to enhanced student engagement, attention, and learning outcomes in geography education. Escape rooms offer a gamified approach that resonates with the characteristics and preferences of modern learners, emphasizing the importance of innovative teaching strategies tailored to contemporary student needs. These insights underscore the potential of escape rooms as an effective in structional tool for fostering meaningful learning experiences.

Analysis on Work Status of Bachelor of Science in Biology Graduates for Curriculum Development: A Tracer Study

The research aims to assess the employment status of Bachelor of Science in Biology graduates to guide the curriculum enhancement that can meet the industry demands. Using a tracer study approach, the data was gathered from graduates. The results indicate that numerous graduates are working in sectors connected to BS Biology. The research identifies important areas for enhancement in the curriculum, such as improved hands-on experience and cross-disciplinary classes. The graduates emphasized the significance of abilities like research, laboratory methods, and critical reasoning which are essential in their careers. The study reveals that most graduates from the BS in Biology program have successfully secured employment by heeding their feedback and most of them secure full-time positions. The majority of the respondents completed their studies in 2023, with over half of them were male, 90.32% were unmarried, some are still in school, and nearly half of the respondents earn between Php10,001 - Php20,000 monthly. Around half of them held professional, technical, or supervisory roles. In addition, most graduates believed that their degree programs had equipped them with the necessary knowledge and skills to succeed in their desired professions. Moreover, the current job of the participants is fairly satisfying for the survey respondents. Recommendations from the study involve incorporating additional practical learning opportunities, cultivating relationships with professionals in the field, and consistently revising the curriculum to keep pace with evolving scientific discoveries. Thus, this research offers valuable information for schools looking to improve their biology programs, thereby better preparing the students for future careers.

The Role of Artificial Intelligence (AI) In Transforming Educational Practices: Opportunities, Challenges, and Implications

The role of artificial intelligence in the field of education has garnered significant attention in recent decades. Artificial intelligence has undergone significant advancements and has been applied in diverse areas of education, including adaptive learning, school management, and educational accessibility. The objective of this study is to examine the progression and utilization of artificial intelligence in the field of education, along with the difficulties encountered in its adoption and implementation. The study effectively employed a qualitative research approach, utilizing a literature review as a research design and approach, to successfully achieve the study's objectives. This study assesses the beneficial influence of artificial intelligence on enhancing learning efficacy and delivering personalized learning experiences. The obstacles were also recognized in the implementation of artificial intelligence in the field of education. The findings of this study emphasize the significance of promoting the integration of AI in education through the establishment of supportive policies, sufficient preparation, and a deeper comprehension of AI usage among educators. AI enhances students' learning experiences by offering them practical and experienced learning opportunities, especially when combined with other technologies like virtual reality, 3-D, gaming, and simulation. Finally, a curriculum that is adaptive and similar to industrial developments should be outlined.

Technologies and Innovations in the Educational Process: Experience of the University of the Future

The concept of university refers to a forward-thinking, innovative educational institution that implements the latest advancements in technology and pedagogy. The purpose of the research is to explain technologies and innovations used at the future-oriented university and to outline their impact. The research objectives are the following: to describe the concept of university of future; to explain what technologies and innovations are integrated into the educational process; and to describe the peculiarities of their using. Studying involved mixed methodology, particularly surveys and questionnaires; in-depth interviews; observational studies; content analysis; and ethnographic and pedagogical method. Descriptive statistics, multivariate analysis, thematic analysis and narrative analysis were used for data analysis. The study was carried out among faculty members and university administrators in February-April, 2024. The findings showed that the participants of the educational process understand the university of future as an institution focusing on the formation of professional competences among students through the use of innovative techniques. Also, it is referred as an innovation center, research and development institution, digital university or student-centered university. The university of future is characterized by technology-enhanced learning, research and innovation, practical learning, interdisciplinary approach, personalized learning, student-centered pedagogy, and life-long learning opportunities. The university of future applies a number of technological advancements that enhance the efficiency of the educational process. They include artificial intelligence, virtual reality, Learning Management Systems, and cloud computing. The pedagogical innovations are related to blended learning, flipped classroom, personalized learning, project-based learning, game-based activities, and collaborative learning. The implementation of technological advancements and pedagogical innovations requires using organizational and pedagogical measures.

Thematic Group Supervision to support Practice Learning Opportunities in Belfast Health and Social Care Trust.

Within this article we reflect on the Belfast Health and Social Care Trust (BHSCT) Workforce Learning Development Improvement Service’s response to Covid19, and the need to support social work students commencing their Practice Learning Opportunity/placement (PLO) within Adult Services in August 2020. It was recognised that the global response to the Covid19 pandemic generated a landscape of significant change and innovation for both the Workforce Learning Development and Improvement Service within the Belfast Health and Social Care Trust (BHSCT) and students who were due to commence their PLOs within BHSCT for a period of practice learning from August – December 2020. The article explores how the Workforce Learning Development Improvement Service across in Adult Services within the BHSCT responded to meet changing need for social work students, BHSCT practice teachers (practice educators) and the operational context within which social workers practiced. The initiative, now consolidated within the student experience of their Practice Learning Opportunity (PLO) within BHSCT, is audited annually, and this article explores the learning from the initial audits in December 2020 and June 2021, as well as the ongoing changes embedded within the teams as we emerge from the Covid19 pandemic.
 Within this article we reflect on the Belfast Health and Social Care Trust (BHSCT) Workforce Learning Development Improvement Service’s response to Covid19, and the need to support social work students commencing their Practice Learning Opportunity/placement (PLO) within Adult Services in August 2020. It was recognised that the global response to the Covid19 pandemic generated a landscape of significant change and innovation for both the Workforce Learning Development and Improvement Service within the Belfast Health and Social Care Trust (BHSCT) and students who were due to commence their PLOs within BHSCT for a period of practice learning from August – December 2020. The article explores how the Workforce Learning Development Improvement Service across in Adult Services within the BHSCT responded to meet changing need for social work students, BHSCT practice teachers (practice educators) and the operational context within which social workers practiced. The initiative, now consolidated within the student experience of their Practice Learning Opportunity (PLO) within BHSCT, is audited annually, and this article explores the learning from the initial audits in December 2020 and June 2021, as well as the ongoing changes embedded within the teams as we emerge from the Covid19 pandemic.

How a learning skills course addressed transition, diversity and inclusion, and a sense of belonging for mature students seeking entrance to university: reflections of a Canadian learning specialist

Universities across Canada offer bridging programmes for mature students who would not otherwise have access to post-secondary education. The College of Arts at the University of Guelph developed their Academic Transition Program to support these students, with the cornerstone of the programme being a learning skills course, launched in Autumn 2022, that students must complete in order to be accepted into an undergraduate programme. In the Canadian context, it is unusual for a learning specialist to act as course developer for the creation of an undergraduate credit course. This presentation shares a reflection on the theories that underpinned the course creation, most notably Kolb’s (1984) theory on experiential learning, Baxter-Magolda’s (1999) theory of self authorship, and the learning gained after wearing many hats – learning specialist, course developer, and sessional instructor. The presentation explored: The tripartite arrangement developed to create the course. Ways in which the course addressed students’ transition to university. Considerations around diversity and inclusion. How the coursework supported a sense of belonging. Feedback from the students’ experience of the course. What was learned when the course was made available to traditional undergraduate students from first through fourth year. How this course intersects with the Canadian model of learning support. Sharing examples of course content, including weekly reflection questions. Lessons learned and plans for the future of the course, including alternative formats. Making learning strategies explicit can support mature students’ level of success in higher education (Erb & Drysdale, 2017). This course combined theoretical and practical learning skill applications and opportunities to develop a sense of belonging for a diverse cohort of mature students.

The impact of mentoring interventions to support newly qualified social workers during the COVID-19 pandemic in Northern Ireland

The COVID-19 pandemic resulted in the early cessation of practice learning opportunities for social work students across Northern Ireland and an expedited graduation to enable them to join the workforce. The article reports on a small-scale service evaluation of the Assessed Year in Employment Mentoring Programme in the Northern Health and Social Care Trust. The programme provided additional support to newly qualified social workers as they transitioned from student to professional. Focus groups facilitated with 11 Assessed Year in Employment social workers highlighted the positive impact of mentoring, with emphasis on the importance of formal, accessible and effective organisational support during the transitional period. Recommendations call for continued facilitation of mentoring for future cohorts of Assessed Year in Employment social workers in order to cultivate a supportive organisational climate and strengthen the workforce.

Towards an Intelligent Model for Evaluating Serious Games

Serious games are effective educational tools used in higher education to provide practical learning opportunities to students. However, few research works have focused on evaluating serious games as a project for developing a tool dedicated to use in a formative context. This document proposes an intelligent evaluation model that not only allows for the evaluation of serious games but also facilitates their integration into teaching practice. The model is designed around four dimensions, and their measurement criteria are well defined. Fuzzy decision-making methods were used to weight the criteria, and supervised machine-learning algorithms were considered to minimize the evaluator’s bias. The proposed model provides a more objective and consistent solution for evaluating serious games, reducing the impact of evaluators’ biases and subjective preferences on the weightings of the different evaluation dimensions. The multi-output support vector regression (M-SVR) model can be used flexibly and adapted to different contexts and applications, offering a more effective and reliable solution for evaluating serious games.

Professionalising ECCE in South Africa is not child’s play! Determining skills gaps and implications for future sector development

ABSTRACT In line with international trends in early childhood care and education (ECCE) recognising the importance of early learning, the Department of Basic Education in South Africa has pledged to professionalise the sector, increase access and improve quality. From a systemic point of view, professionalisation of the sector will require collaboration on multiple levels between various stakeholders working in different systems to bring about simultaneous improvement in conditions of employment, resource provision, and infrastructure development. To aid the government in supporting skills development in this sector, particularly for those servicing the most indigent populations, we employed a multi-method design to determine critical skills gaps and how they could best be addressed. Data were gathered through online questionnaires, a desktop review and focus group and individual interviews. Thematic analysis revealed the need for managerial training, practical learning opportunities for practitioners, the necessity for more home-based ECCE services and systemic improvement. Based on the findings, we make suggestions of how key stakeholders could partner to best address these needs.

Social work teaching and learning in the era of COVID-19: Lessons for the future

In 2020, the UK and Ireland, and indeed most countries across the globe, found themselves unprepared to deal with a worldwide pandemic (BASW, 2020; Mellish et al., 2020). Indeed, in the UK and Ireland, health and social care workers had to respond to unprecedented situations and adapt quickly and extensively to the health, social and economic dimensions of the crisis (Egan et al., 2020; BASW,2020). It is timely, then, to consider the role of the social worker and the impact on social work training for undergraduate students in light of the changes that have taken place as a result of the global pandemic. The COVID-19 restrictions led to the rise of new forms of social engagement and interaction, as well as the need for professionals, including social workers, to develop new digital skills. This paper will draw on the findings from an online survey (using qualitative and quantitative question sets) conducted with 30 undergraduate social work students in 2021. The survey explored student experiences of online teaching during their ‘preparation for practice learning’ module and the extent to which this online teaching prepared them for their practice learning opportunity (PLO) that followed during a time of strict COVID-19 measures, including social distancing. Recent research has been conducted that highlights the benefits of blended learning (online and face-to-face) as a strong pedagogical approach (Finlay et al., 2022; Karma et al., 2021). As we transition back to face-to-face teaching and learning, this paper will consider the implications of online learning for social work students, analyse the benefits and limitations of this to the learning and practice environment and capture the lessons to hold on to for the future.