Lessons learned from COVID-19: Being known in online social work classrooms

Smoyer, Amy B.; O’Brien, Kyle; Rodriguez-Keyes, Elizabeth

doi:10.1177/0020872820940021

Cited by 70 publications

(47 citation statements)

References 9 publications

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“…In the times when teaching is forced to switch to online mode, communication between teacher and students becomes a critical aspect (Dhawan, 2020). Courses lacking personal contact and interaction will hinder the ability of students to stay involved and motivated (Smoyer, O'Brien, & Rodriguez-Keyes, 2020). Similarly, Zhang, Wang, & Li (2020) contended that teachers are agents of communication that support a continuous connection in an online learning environment.…”

Section: Major Principles In Online Language Classesmentioning

confidence: 99%

When teaching must go on: ESP teachers’ strategies and challenges during COVID-19 Pandemic

Iswati

2021

Eralingua

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Abstract. Online classes have been rampant since the global spread of COVID-19. ESP teaching in higher education institutions is no exception, following the national government’s call to employ an online mode of teaching. Although technology has been long used to facilitate the teaching-learning process, the practice of online teaching is not without problems. Thus, this study was aimed at investigating ESP teachers’ strategies to make effective lessons delivery, optimize students class participation, and what challenges were emergent during their online teaching. The participants of this study were six ESP teachers in five private and one state universities who teach in various non-English departments. Data were gathered through interviews via WhatsApp. The findings showed that the strategies employed by ESP teachers were among others: ensuring instruction clarity, employing various learning platforms, virtual grouping, using authentic materials, etc. To optimize students’ online class participation was done by scoring students’ active participation, not giving non-doable tasks, using more asynchronous than synchronous method, etc. The challenges are having inconsistent internet connection, teaching while taking care for children, difficulty in monitoring students’ progress, etc. The findings imply the need of serious attention from higher education institutions in conducting ESP online teaching during this pandemic as it requires not only technical preparedness, but also most importantly the human aspect involved in it. Keywords: strategies, challenges, online teaching, ESP, pandemic

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Section: Major Principles In Online Language Classesmentioning

confidence: 99%

When teaching must go on: ESP teachers’ strategies and challenges during COVID-19 Pandemic

Iswati

2021

Eralingua

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“…Student reports indicated that the use of digital technology contributed to creating a sense of continuity regarding academic learning and maintaining contact with others; and a sense of self-fulfilment and well-being, demonstrating solidarity towards others and increasing volunteer involvement ( Papouli et al , 2020 ). In a study that examined experiences of remote learning with 122 undergraduate social work students in the USA, it was found that remote learning had a negative impact on interpersonal relationships and quality of communication—critical values in social work learning fundamentally based on involvement, engagement and a sense of belonging in the class-room ( Smoyer et al , 2020 ). The findings of the study show that in cases where course lecturers incorporated in their online learning practice an effort to engage intimately with their students' concerns, and were able to show empathy and involvement with the students’ experiences of dealing with the coronavirus crisis, student satisfaction increased (p. 653).…”

Section: Literature Reviewmentioning

confidence: 99%

Real-Time Lived Experience of Social Work Students in Their Field Training during the Coronavirus Crisis: Insights from Photovoice-Based Research

Malka

2021

The British Journal of Social Work

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The present paper is based on a photovoice study conducted with sixteen undergraduate social work students in their third year of study, examining their real-time lived experience of their fieldwork training in the immediate aftermath of the outbreak of the coronavirus pandemic. The findings of the study, based on an analysis of sixty-six photovoices, indicate four main narratives encapsulating the students’ real-time lived experiences: (i) the challenges of encountering the crisis; (ii) conceptualizing the experience; (iii) coping practices; (iv) perspectives for the future. The findings are discussed in the light of shared traumatic reality theory and transformative learning theory. Following the use of the photovoice methodology, the research conclusions encourage the assimilation of creative and entrepreneurial models of teaching and practice, in order to enable the inclusion of different types of knowledge and life experiences in different learning and research spaces.

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“…Mobility building is a flexible and provisional process that calls for a more thoughtful and essential post-human analysis of human technology experiences in learning activities and spaces [10]. In online learning environments, interpersonal skills and relationships cannot be wholly established [11]. Learning management systems allow the organizing of course materials by instructors [12].…”

Section: A International Studentsmentioning

confidence: 99%

Does Online Learning Work for International Students?

Irawan¹

2021

Proceedings of the 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020)

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Online learning is a new global phenomenon during The Covid-19 Outbreak. Online knowledge, combined with the social media platform, can be useful in teachinglearning. Some countries are determining online learning, such as keeping social distances, keeping them healthy, and focusing on lessons and knowledge, not thinking about the Covid-19 virus, which is changing in many ways. This Research takes a sample of students studying abroad and stranded in their country who cannot return to university due to limitations on their borders. The participants come from six countries as international students. This method is class-based Research by interviewing students and analyzing their opinions on online learning. The researcher also uses the social media platform to explore how digital literacy practices can work on distance learning. Restrictions on distance, day-to-day interaction with a camera, and sometimes internet connections can be significant for online learning.

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Lessons learned from COVID-19: Being known in online social work classrooms

Cited by 70 publications

References 9 publications

When teaching must go on: ESP teachers’ strategies and challenges during COVID-19 Pandemic

When teaching must go on: ESP teachers’ strategies and challenges during COVID-19 Pandemic

Real-Time Lived Experience of Social Work Students in Their Field Training during the Coronavirus Crisis: Insights from Photovoice-Based Research

Does Online Learning Work for International Students?

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