Distance Education in Social Work: An Evaluation of an Undergraduate Course on Family Violence

Walsh, Christine A.; Baynton, Myra

doi:10.5430/ijhe.v1n1p148

Cited by 5 publications

(3 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Here the emphasis is on dialogue, not discussion. This allows for complex, emotionally charged questions, listening deeply to another's point of view, without judging and alienating one's own views (Christine Ann Walsh et al, 2012;Myra Baynton et al 2012).…”

Section: Analysis Of the Research And Publicationsmentioning

confidence: 99%

The Role of the Sociocultural Environment of Inclusion in the Modern Educational Institution

Чернуха

Petrova

Vasylieva-Khalatnykova

et al. 2021

IJHE

View full text Add to dashboard Cite

The article presents a consideration of the peculiarities of the organization of the socio-cultural environment of inclusion in a modern educational institution. The new conceptual foundations of social order, as stated in the UN Declaration on Social Development, are the ability of modern society to develop on the basis of tolerance, tolerance, condemnation of discrimination, respect for human diversity, equality of opportunity, solidarity and security. It is noted that the basis of such integration is the concept of a holistic approach, which opens the way to the realization of rights and opportunities for everyone and, above all, provides equal access to quality education. It is emphasized that the principle of accessibility, which is leading in the holistic approach of modern social policy and is formulated on the basis of respect for human rights. The aim of the article is to reveal the content of the socio-cultural environment of inclusion in a modern educational institution. The socio-cultural environment of inclusion in a modern educational institution is analyzed. Analysis of the definitions of socio-cultural environment allowed to form our own definition of the phenomenon for people with disabilities: socio-cultural environment - is the environment of people in the educational institution, including social groups, information flows, the influence of various public organizations, cultural and educational activities; jointly influence the change and formation of internal attitudes and external characteristics of the object and its socialization. The peculiarities of the socio-cultural environment of inclusion in a modern educational institution are determined. A model of the socio-cultural environment of an educational institution for a person with a disability has been developed and represented, which includes external and internal factors influencing its components, contribution flows and products.

show abstract

Section: Analysis Of the Research And Publicationsmentioning

confidence: 99%

The Role of the Sociocultural Environment of Inclusion in the Modern Educational Institution

Чернуха

Petrova

Vasylieva-Khalatnykova

et al. 2021

IJHE

View full text Add to dashboard Cite

show abstract

“…Further, a growing evidence base supports the effectiveness of online teaching and learning in social work education (Pelech et al , 2013). There is also student and institutional demand for online social work courses to be developed and delivered in Canada (Pelech et al , 2013; Walsh and Baynton, 2012). Furthermore, online social work education is rooted in a “democratic spirit” that enables people who may otherwise face barriers to pursuing social work education to participate in social work classes (Kurzman, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Doctoral student mentorship in social work education: a Canadian example

Fulton

Walsh

Gulbrandsen

et al. 2018

SGPE

View full text Add to dashboard Cite

Purpose This paper aims to present a thematic analysis investigating the experiences and reflections of doctoral students in social work at a Canadian university who were mentored in the development of teaching expertise, including course design, delivery and evaluation, by a senior faculty member. Recommendations to others who are considering engaging in doctoral student teaching mentorship are presented. Design/methodology/approach The paper examines the authors’ reflections on their experiences of doctoral student mentorship through their involvement in collaboratively designing, teaching and evaluating an online undergraduate course. The inquiry used a qualitative approach grounded in Schon’s concept of reflexive learning. Findings Based on the results of the thematic analysis of the mentees’ reflections, this paper presents the collaborative teaching mentorship model and discusses how receiving mentorship in teaching facilitated the mentees’ development as social work educators. Originality/value Although quality guidelines in social work education recommend that doctoral students should be adequately prepared for future teaching opportunities, there is limited discussion about doctoral student development as educators within the academic literature, especially from the perspective of doctoral students. There is also limited articulation of specific models of doctoral student mentorship in developing teaching expertise. The authors hope that sharing their reflections on their experiences and describing the collaborative teaching mentorship model will serve to deepen understandings and promote further exploration and development of doctoral student mentorship in teaching.

show abstract

“…While Straka's IPV course, scheduled for the fall semester was canceled by her university due to pandemic concerns, she continued to wrestle with the ethical and practical challenges of converting this course to an online delivery format on short notice. Having previously taught this course only in face-to-face physical classroom settings, Straka reached out to Walsh for consultation after reading Walsh and Baynton's (2012) article about the online teaching of IPV. We assert that courses on IV are more important than ever to teach, given the escalating rates of IPV.…”

mentioning

confidence: 99%

Responsible Pedagogy During a Pandemic: Teaching Social Work Courses on Interpersonal Violence During COVID-19

Jenney¹,

Straka²,

Walsh³

2021

Journal of Social Work Education

View full text Add to dashboard Cite

Teaching courses that contain potentially high-emotional impact such as interpersonal violence (IV), have been noted as challenging. This is exacerbated during a pandemic when rates of IV are on the rise and requirements for physical distancing result in many courses being taught online. Although scholars have identified inherent challenges to teaching IV content online, additional considerations and necessary precautions in terms of student physical and emotional safety have not been adequately examined. Nor has the issue of instructor burden during the isolating restrictions of a pandemic been addressed. In this article, three Canadian social work scholars reconsider the challenges of online teaching environments involving IV course content and provide recommendations with an emphasis on risks related to the COVID-19 pandemic.

show abstract

Distance Education in Social Work: An Evaluation of an Undergraduate Course on Family Violence

Cited by 5 publications

References 26 publications

The Role of the Sociocultural Environment of Inclusion in the Modern Educational Institution

The Role of the Sociocultural Environment of Inclusion in the Modern Educational Institution

Doctoral student mentorship in social work education: a Canadian example

Responsible Pedagogy During a Pandemic: Teaching Social Work Courses on Interpersonal Violence During COVID-19

Contact Info

Product

Resources

About