Rethinking Reflective Practice Education in Social Work Education: A Blended Constructivist and Objectivist Instructional Design Strategy for a Web-Based Child Welfare Practice Course

The impact of primary school teachers’ educational beliefs on the classroom use of computers

“…ICT is expected to offer both a means to operationalise constructivist principles and to create effective constructivist learning environments (Bellefeuille, 2006). Smeets (2005), for example, investigates Dutch primary teachers' views regarding the potential contribution of ICT to the creation of powerful learning environments in which the emphasis is laid on rich contexts and authentic tasks for the pupils, where active and autonomous learning is stimulated, where cooperative learning is fostered, and where the curriculum is tailored to the needs and capabilities of individual pupils.…”

Reflective Learning in Social Work Education in the Field of Substance Abuse

“…Clarity is needed on what reflection entails, while those who claim to practise it should ensure that they indeed do so and are not merely analysing a learning experience. It is also important to ensure that students know and understand what is expected of them regarding reflection work, as this is nowadays very much part of tertiary students' curricula (Bellefeuille, 2006;Beytell, 2014;Cowan, 2014;Johns, 2010;Jones, 2009;Van den Heuvel, Au, Levin, Bernstein, Ford-Jones & Martimianakis, 2014).…”

Implementing a “Blended Learning Approach” in a Social Work Course: The Perceptions of First-Year Students at a South African University

“…However, the researchers identified two major learning theories that are directly applicable to the "blended" pedagogical approach, namely the theory of constructivism and the theory of connectivism. Constructivism defines learning as a social and active process involving the embedding of skills and knowledge in holistic and realistic contexts and using collaborative learning activities (Bellefeuille, 2006;Kilfoil, 2008;Vygotsy, 1978cited in Dalgaard, 2006. According to Bloom's taxonomy (1956), it is also believed that this type of learning leads to deeper learning compared to surface learning in that "Students' activities in constructivist learning environments are initiated by a problem or project … and tools and resources support the student's problem-solving process" (Dalgaard, 2006:4).…”

“…The instruments were developed by the researchers and aligned with the primary aim of the research. The issues of reliability and validity were considered when designing the research instruments in the sense that research findings by previous researchers were taken into consideration when developing the instruments (Bellefeuille, 2006;Bersin & Associates, 2003;Buzzetto-More, 2008). …”