Connecting Aboriginal Learners in Remote Communities: An Online Social Work Course

Hick, Steven

doi:10.1300/j017v20n03_04

Cited by 6 publications

(4 citation statements)

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“…Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/termsand-conditions rooms'), computer-based instruction, distance learning and web-based courses that are often used to augment existing traditional face-to-face classroom teaching, and, interactive TV-ITV also referred to as compressed video, interactive video or videoconferencing (Freddolino, 1998;Forster & Rehner, 1998;Cauble & Thurston, 2000;Forster & Washington, 2000;Petracchi & Patchner, 2000, 2001Schoech, 2000;Hicks, 2002;Seabury, 2002). In the US, as distance education has been increasingly spreading in social work education, the Council of Social Work Education Commission on Accreditation established in 1994 a special committee to address quality issues of distance learning in the profession.…”

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confidence: 99%

“…Its cited advantages include enhanced accessibility for learners in remote communities, financial savings by sharing resources and decreasing travel expenses, exposure of a large audience to exemplary teachers, facilitating interaction between students and with instructors and extending opportunities for the class to exist as a learning group beyond the traditional in-class limited time, improving and enhancing teaching creativity, cultivating technological skills, infusing international content into the curriculum, and, in the case of web-based courses, enhanced opportunities for active participation of students who are hesitant to express themselves in a traditional classroom setting. Furthermore, distance learning has been reported to have a positive impact on clients and agencies in the communities of the distance sites (Jennings et al, 1992;Mchenry & Bozik, 1995;Coe & Elliott, 1999;Quam, 1999;Darkwa & Mazibuko, 2000;Faux & Black-Hughes, 2000;McFall & Freddolino, 2000;Pawar, 2000;Petracchi & Patchner, 2000;Hicks, 2002;Cummings & Bonk, 2002;Seabury, 2002).…”

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confidence: 99%

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Videoconferencing: A Viable Teaching Strategy for Social Work Education?

Berger

Stein

Mullin

2009

Social Work Education

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confidence: 99%

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confidence: 99%

Videoconferencing: A Viable Teaching Strategy for Social Work Education?

Berger

Stein

Mullin

2009

Social Work Education

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“…The increased use of technology as an instructional medium has clearly continued to grow rapidly in the field of social work education as well. Distance technology can be employed to reach students in rural areas; for example, the use of technology has been successfully used to reach Aboriginal social work students in remote areas of Canada (Hick, 2002). Online social work courses are now offered to teach areas such as diversity, gerontology, policy, human rights, introduction to social work, international social work (Ouellette et al, 2007), advocacy (McNutt & Menon, 2002), research (Westhuis, Ouellette, & Pfahler, 2006), and clinical practice (Coe & Elliot, 1999;Ouellette et al, 2006;Shibusawa, VanEsselstyn, & Oppenheim, 2006).…”

Section: Increasing Use Of Technology In Social Work Educationmentioning

confidence: 99%

Online Practice Course Development with Action Research: A Case Example

Khaja¹,

Ouellette

Barkdull

et al. 2008

ASW

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Despite the proliferation of online courses in social work, questions still exist about learning practice skills in an online instructional environment. This paper describes a case example of an action-oriented approach to the development of an online practice course. Lessons learned from students' and instructor's perspectives are shared as well as recommendations for future research relative to course development and evaluation of online courses. The study examined student feedback with respect to their overall learning experience. Findings indicated that involving students in the design and development of an online practice course benefited both students and faculty and can be an effective teaching and learning strategy regardless of the instructional medium used.Computer technology has affected social work education in many ways. The rapid use and growth of internet technology have provided students and educators with opportunities to retrieve large quantities of information quickly from all over the world, and technological advancements have given rise to a wide array of multimedia teaching tools. These developments have contributed to increased demand for online social work courses in colleges and universities (Siebert & Spaulding-Givens, 2006). Social work education in the 21 st century is experiencing a paradigm shift in which traditional classroom-based teaching is being supplemented or supplanted by technology-delivered instructional content.While research would seem to indicate that there is no significant difference between the efficacies of learning outcomes with courses taught in an online learning environment versus those in a face-to-face classroom learning setting (Macy, Rooney, Hollister, & Freddolino, 2001;Ouellette & Chang, 2004;Ouellette, Westhuis, Marshall, & Chang, 2006), social work educators still appear apprehensive about teaching practice courses in an online setting. In a field where interpersonal communication skills and use of self are emphasized, the development and implementation of online social work practice courses may be resisted by students, faculty and administrators due to the perceived need for face-to-face contact between instructors and students.

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“…The largest proportion of studies consisted of reports on technological innovations introduced into social work educational programmes. Distance education helped by computerassisted classroom, interactive television and the internet encourage innovative teaching approaches (Abell and Galinsky, 2002;Faria and Perry-Burney, 2002;Hardcastle and Bisman, 2003;Hick, 2002;Sarnoff, 2003). Such innovations also encourage new multidisciplinary collaborations in programme development (Cauble and Dinkel, 2002).…”

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confidence: 99%