Reflections of an Online Social Work Professor: Illuminating an Alternative Pedagogy

Transitioning to online teaching: a phenomenological analysis of social work educator perspectives

“…They worried that online students may be less challenged to internalize social work values, less exposed to the professional dialogue and socialization, and could censor value conflicts and not respond to corrective feedback. This sentiment resembles scholars' concern that limited dialogue in online courses may translate into reduced critical thinking related to ethics or differences (Jacobsen, 2019;Reyes & Segal, 2019;Richter, 2019) and that online students may make little time for deep learning while on a 'fast-track to a degree' (Spitz, 2019, p. 404). Social work educators have identified the use of self as being a cornerstone of social work practice, and that students have to refine their personal qualities (such as emotional maturity or attunement to others) to align with this focus (Liechty, 2018).…”

Grievers, Skeptics, Pragmatists, Converts, and Champions: Social Work Educators’ Transition to Online Teaching

“…Despite having this pivotal influence, faculty possess a wide range of perspectives on the shift to online delivery. Some scholars view online delivery as a technocratic devaluation of the teaching identity (Haley, 2010;Reyes & Segal, 2019); many remain skeptical about its efficacy (Levin et al, 2018); while others see the infusion of technology as a conduit for expanding pedagogical boundaries (Beetham & Sharpe, 2013;Richter, 2019).…”

“…Illuminating facets of this identity can offer insight into an educator's unique abilities, barriers to progress, and vision for future success (Smith, 2015). Richter (2019) describes how the journey to online teaching can facilitate a philosophical shift toward personal liberation that is holistic, transformative, and self-actualizing.…”