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1.
Online group work can be complicated because of its asynchronous characteristics and lack of physical presence, and its requirements for skills in handling technology, human relationships, and content-related tasks. This study focuses on the administrative, logistical and relationship-related challenges in online group work. Challenges in areas such as commitment/responsibility, communication/coordination, structure/management, and leadership are discussed; strategies for how to streamline the management of online group work, how to decrease unnecessary logistical load and extra layers of structure, and how to improve online group work through the design of the syllabus are presented. The study suggests that instructors split group work into individual portions, use peer evaluation, establish guidelines for communication, use tools such as Google Drive to streamline duplicate works, monitor the process of the group work, and give group members freedom, ownership, and autonomy in their group work. 相似文献
2.
Melissa Littlefield 《Journal of Teaching in Social Work》2019,39(4-5):278-285
ABSTRACTDespite the recent publication of a number of articles, along with current presentations at professional conferences, and a scholarly text all on the topic of distance learning and online social work education, many believe that the subject has not received the level of recognition among academics in our profession that it needs and deserves. This Introduction to a special double issue of a prominent peer-reviewed journal serves to welcome the reader to the contents of the seventeen articles that follow, and to provide both an overview and conceptual framework for the special issue as a whole. Underscoring both the opportunities and quandaries, support and resistance, most of the authors would appear to conclude that social work educators must rapidly become more agile in embracing the unique opportunities presented by the technology that we now have at hand. 相似文献
3.
Rachael A. Richter 《Journal of Teaching in Social Work》2019,39(4-5):344-360
ABSTRACTResearch in distance education has investigated student satisfaction and learning outcomes, comparing face-to-face with online delivery formats, and tested various technological tools, but has yet to consider alternative pedagogies. Liberatory pedagogy facilitates critical thinking, awareness, reflection and social action around constructs such as race, gender, and class. This paper uses Scholarly Personal Narrative to explore opportunities and challenges of implementing liberatory pedagogy within a virtual classroom. Themes include identity, body, mind, spirit, voice, authenticity, and self-actualization. Liberatory pedagogy emphasizes critical consciousness of oppression, aligns with professional values and ethics, encourages societal well-being, and would appear to enhance online social work education. 相似文献
4.
Studies of primary education within the UK have shown that small groups can feature within classrooms; however, equivalent research within secondary education remains scarce. Research has established effective group work approaches, yet secondary teachers may encounter difficulties employing approaches tied to parameters embedded within primary education. This problem is compounded as minor adjustments to the conditions surrounding group work are known to have consequences for its efficacy within classrooms. This paper reports naturalistic systematic observation of group work practice within 23 science and English secondary classrooms in Scotland. Pupils completed tasks according to whether they were situated within group work or conventional classes. Forms of dialogue known to be conducive to learning were prevalent whilst pupils worked in groups. The change in pupils’ behaviours does not appear to stem from the content of teachers’ talk. Teachers’ behaviour suggested they approach small groups as smaller structures equivalent to a whole-class set-up. 相似文献
5.
William Pelech Dan Wulff Ellen Perrault Jessica Ayala Myra Baynton Margaret Williams 《Journal of Teaching in Social Work》2013,33(4-5):393-407
One of the first tasks of the Social Work Distance Education Network at the Faculty of Social Work at the University of Calgary was to review the literature and address three research questions to inform policy making and planning relating to distance social work education programming. This paper is intended to disseminate responses to these questions from a small group of dedicated and experienced distance educators who have adopted the moniker Elluminati. (The Elluminati adapted their name from a popular online audio-conferencing program.) These questions include: (1) What is the optimal class size for a distance delivery offering? (2) What supports does an online course require for development and effective delivery? (3) What types of courses are suitable/unsuitable for online learning? 相似文献
6.
Michael Rosander Karin Forslund Frykedal Eva Hammar Chiriac 《Psychology in the schools》2020,57(9):1404-1416
Being assessed in group work is a balance between cooperation and competition. Self-efficacy and collective efficacy are important concepts in understanding how group work progresses and what attitudes assessment evokes. The aim of the study was to investigate the effects of a short educational intervention on the association between efficacy beliefs and attitudes towards being assessed in group work. In a randomized, controlled study of 22 pupil work groups, half of them got a short educational intervention. The work groups were formed for this study. The pupils answered a questionnaire before the intervention and after doing group work for 3 to 6 weeks with a study-specific task. A moderated mediation analysis showed that attitudes towards being assessed in group work significantly are related to self-efficacy mediated through perceived collective efficacy and that this relationship is stronger in the intervention group. In the context of work group assessment, we have shown that self-efficacy and collective efficacy are two separate, but related concepts that are dependent on each other when it comes to pupil attitudes towards group work assessment, and that a relatively short educational intervention to teachers and pupils had an effect on the attitude. However, the older girls' attitude towards group work assessment was the least positive of all, which may indicate that the intervention depends on gender and age. 相似文献
7.
Peter Jones 《Journal of Teaching in Social Work》2013,33(2):225-236
Continuing moves towards more flexible approaches to the provision of higher education have been reflected in the increased provision of social work education through distance learning and the related increase in the use of online technologies for social work education. This article reports on the use of a wiki in a final year social work subject. Wiki technology was used to create a collaborative learning environment where on-campus and distance students were able to work together to produce assessable material. Drawing on student comments regarding the process and outcomes of the wiki assignment, a number of issues and benefits of the use of wikis in social work education are identified and discussed. 相似文献
8.
Johanna Creswell Báez Matthea Marquart Rebecca Yae-Eun Chung Delia Ryan Kristin Garay 《Journal of Teaching in Social Work》2019,39(4-5):505-518
ABSTRACTWith the growth of online and distance education in social work, faculty training and support need to be provided to ensure high-quality online social work education. A model for training social work educators in online teaching is outlined that focuses on pedagogy, technology, and social work values. Columbia University School of Social Work’s Online Campus provides a five-week Institute on Pedagogy and Technology for Online Courses for prospective social work instructors. The Institute provides a faculty training model that can be adopted in other social work programs, and seeks to model best practices in online education. 相似文献
9.
Janet M. Joiner 《Journal of Teaching in Social Work》2019,39(4-5):361-373
ABSTRACTAttention has been given to the revised National Association of Social Workers (NASW) Code of Ethics that guides social worker use of technology. The revision of the NASW Code of Ethics has signaled a transition in the profession toward ethical online practice using modern techniques and contemporary tools. Practicing social workers are applying these new ethical standards, and many social work educators are doing so when using information and communication technologies with students. However, little research focuses on teaching social work students about digital ethics and professional online conduct. This paper explores the importance of preparing social work students for ethical online behavior. 相似文献
10.
Blended learning is a newly emerging trend in higher education and is defined as the purposeful integration of synchronous and asynchronous learning to provide educational activities that maximize the benefits of each. This paper describes the development of a graduate social work foundation-year practice class in a blended online environment in which both asynchronous and synchronous activities transpire online. The course's underlying pedagogical principles are illustrated, and the perceptions of instructional faculty are reported in key areas, including engagement and participation, activities, and the challenges of technology, socialization, etiquette, and nonverbal cues. 相似文献
11.
There is a good deal of literature which addresses the issues of teaching online but there is little material which examines the concerns students might have about learning online. This exploratory study asked undergraduate business students to keep a record of their perceptions of the learning experience during a semester‐long marketing subject. Two questions framed the study: how students went about studying and how satisfied they were with the communication they had with other students, teachers and technicians. The findings suggest that students need information about how to interact online before they select a mode of delivery, and an induction exercise prior to the commencement of teaching would be useful. Furthermore, the stage of life cycle and the students” perceived alternative delivery options appear to work together to influence student expectations and preconceptions of online delivery. 相似文献
12.
高校学生思想政治工作进公寓,是维护高等学校稳定的重要保证,是我国高等教育改革与发展赋予高校学生思想政治工作者的历史使命。在社会主义市场经济和高校后勤社会化的条件下,大学生学生公寓的内、外部环境发生了新的改变,大学生的思想出现了新的特点,面对新形势、新情况,要更新思想观念,建立健全切实可行、科学合理的管理机制,加强思想政治工作队伍建设和公寓文化设施建设,积极推进大学生思想政治工作进学生公寓。 相似文献
13.
成就注满价值的“社会工作者”——浅析社会工作价值观教育 总被引：1，自引：0，他引：1
张静 《齐齐哈尔师范高等专科学校学报》2010,(3):103-105
改革开放以后,社会工作教育在我国有了快速发展.但其发展的背后却问题重重.其中社会工作价值观教育的缺失是限制社会工作专业教育稳定持续发展的关键.因此,本文在分析社会工作价值观教育重要意义的基础上,着重探讨价值观教育缺失的原因,以期提出具有针对性的对策建议,真正培育＂注满价值＂的社会工作者. 相似文献
14.
信息全球化对我国思想政治工作的影响与对策 总被引：1，自引：0，他引：1
互联网极大地影响着人们的思想观念和行为方式,冲击着我们的思想政治教育工作.思想政治工作的创新是应对信息全球化挑战的需要.新时期思想政治工作要做好两方面工作:一是要应用好网络这一现代化的科技手段:二是要规范和约束网上信息,弘扬社会主义精神文明. 相似文献
15.
信息技术在高校学报编辑中的应用 总被引：1，自引：0，他引：1
信息技术的普遍应用给高校学报编辑工作带来了巨大的变化,促进了编辑工作的有效开展。来稿登记电子化、文章查询网络化、专家审稿实现网络办公和"在机编辑"的实现提高了编辑工作的效率。为了使信息技术更好地服务于学报编辑工作,还需要通过培养编辑人员确立较强的信息技术意识,并充分发挥学报网站的辅助作用,加强编辑、编务信息技术运用能力的培训等途径来完善信息技术的应用。 相似文献
16.
在英语四项基本技能中,写是难以掌握的一种,但它在英语教学中却是薄弱环节。很多教师片面地认为写作是一种独立的个体活动,其实在写作教学中运用小组活动也能够有效地提高学生的英文写作能力。本文通过讨论写作与小组活动的关系,并结合实际的教学活动,提出了几种在写作课中进行小组活动教学的方法。 相似文献
17.
Introducing a collaborative technology strategy for higher education students: Recommendations and the way forward 总被引：1，自引：1，他引：0
Alan Hogarth 《Education and Information Technologies》2008,13(3):259-273
The area of group work and group based technology research is of value in that group and team work skills are seen as important
to both industry and education. However, research also shows that there are major issues that have to be considered when introducing
group work to organisations. These issues which include cultural, social, technological and educational are considered within
this research. The purpose of this research was to gain a deeper understanding of the attitudes of university students to
group work and group based technology. Group work and group based technologies were also considered in an industry setting
as this was seen as an important pre-requisite to the study of student group work. The outcome of this paper is, based on
the findings of the author’s research, and proposes a set of conclusions and recommendations for the introduction of group
work and group based technology into the Higher Education environment. To this end it is important to recount the research
process that led to the production of these recommendations. In order to further this research a substantial literature review
was undertaken as was an industry survey and a student based case study. 相似文献
18.
Liz Bennett 《Teaching in Higher Education》2013,18(8):919-930
This paper explores the emotional journey associated with changing one's teaching and learning practices and how this constitutes emotional work. The paper analyses the emotions evident in the data from a small-scale phenomenological study of lecturers who are using technological tools in their teaching, learning and assessment practices in one higher education institution. The discussion illuminates the nature and scale of the emotional work experienced by some lecturers when changing their teaching and learning practices to incorporate technology. It indicates that this challenge is so extreme that even the most committed advocates of online teaching practices may consider giving up and reverting to traditional ways of teaching. The paper identifies strategies that lecturers use to manage the anxieties they experience in their adoption of online tools. 相似文献
19.
魏霞 《内蒙古师范大学学报(哲学社会科学版)》2014,43(6):145-148
社会工作在我国属于新兴学科,自开始招生至今仅20余年。这期间,社会工作教育者们从未停止对社会工作实务教学的探索,但至今依然是教学难点,社会工作的教师身兼督导和教学双重任务往往会顾此失彼。基于此,找到一个适合于目前社会工作实务教学的场所和模式便十分重要。本文将高校作为社会工作实务教学的场所,社会工作专业学生的实务课程在教师的指导下展开,提供适当的社会工作服务以解决学生群体中存在的诸多问题,同时实现实务教学的要求。在高校实施社会工作实务教学,＂网格化＂是一种比较理想的模式。 相似文献
20.
Noelia Alcaraz-Salarirche Monsalud Gallardo-Gil Maria José Serván-Núñez 《Educational Action Research》2013,21(4):549-565
We describe and analyse the action research process carried out by us as teachers in a general didactics course in the University of Malaga (Spain). The course methodology combined lectures to the whole class and small-group work. We were in charge of guiding small-group work. In the small groups, students researched on an educational innovation guided by a teacher from the educative system (primary, secondary, ‘A’-level). Students used theoretical concepts explained in lectures to analyse educational innovative realities. Students met with the lecturers at Faculty periodically. These lecturers used online tools to guide small group work between meetings. Specifically, students developed a diary using the ad hoc tool in Online Campus, based on Moodle. Lecturers read the diaries on a regular basis and offered feedback to the students. Additionally, students and lecturers kept in contact between meetings by email and forums. Finally, students submitted a report of their research and lecturers offered feedback before a final version of the report. We carried out an action research process to explore the fit between the general purposes of the course and our work as lecturers with the small groups of students. Moreover, we studied the interrelationship between the meetings at Faculty and the online communication via diaries, email and forums. 相似文献