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

2021 ◽  
pp. 1-19
Author(s):  
Katherine M. McCarthy ◽  
Susan L. Glassburn ◽  
Sheila R. Dennis
Keyword(s):  
Social Work ◽  
Online Teaching ◽  
Phenomenological Analysis ◽  
Educator Perspectives

Online Teaching in Social Work Education: Understanding the Challenges

2018 ◽  
Vol 72 (1) ◽  
pp. 34-46 ◽  
Author(s):  
Cindy Davis ◽  
Ruth Greenaway ◽  
Matthew Moore ◽  
Lyle Cooper
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Online Teaching ◽  
Work Education

scholarly journals Immigrants’ Experiences on Integration While Attempting to Access the Labour Market: Implications for Social Work Practice

2021 ◽  
Vol 10 (4) ◽  
pp. 121
Author(s):  
Reidun Ims ◽  
Lennart Lorås ◽  
Ottar Ness ◽  
Linda Finlay
Keyword(s):  
Social Work ◽  
Labour Market ◽  
Social Exclusion ◽  
Lived Experiences ◽  
Interpretative Phenomenological Analysis ◽  
Work Practice ◽  
Social Work Practice ◽  
Phenomenological Analysis ◽  
Structured Interviews ◽  
Gainful Employment

(1) Background: The challenge of immigrants and their integration into adopted countries is a key topic for the global field of social work. However, there is a paucity of research on immigrants’ lived experiences in gaining access to the labour market. Thus, this study examines how immigrants in Norway experience integration while in the process of gaining access to the labour market. The prevalent notion of integration achieved through gainful employment narrows the concept of integration and disguises the underlying marginalization and inequalities that are derived from majority- minority dividing lines. (2) Methods: Data were collected via nine qualitative semi-structured interviews with ten immigrants (one interview was with a couple) living in Norway. Data was analysed by using Interpretative Phenomenological Analysis. (3) Results: The results showed that the participants experienced social exclusion but accepted this as an inevitable part of being an immigrant. The participants regarded the learning of Norwegian language as the key aspect to understanding social customs and forming informal relationships with native Norwegians and important for achieving integration. Freedom and equality were also regarded as issues of great importance. (4) Conclusions: The results provide the field of social work with important insights towards informing social work practices and challenging current paradigms.

scholarly journals Implications for social work teaching and learning in Universiti Sains Malaysia, Penang, due to the COVID-19 pandemic: A reflection

2020 ◽  
pp. 147332502097330
Author(s):  
Azlinda Azman ◽  
Paramjit Singh Jamir Singh ◽  
Ali Isahaque
Keyword(s):  
Social Work ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Social Work Educators ◽  
Conventional Teaching ◽  
Higher Educational ◽  
Teaching Learning ◽  
Online Methods

The global lockdown due to COVID-19 is a major concern as all higher educational institutions face disruption in teaching, learning and assessment. Social work educators in Malaysia’s higher educational institutions are not spared of this disruption. Conventional teaching methods are now being replaced by non-conventional modes of teaching, which include online teaching and assessment using various platforms such as Zoom, WebEx and others. In embarking on online methods of teaching, social work educators will have to undergo many changes. It is particularly so as social work has a practice component that involves field training, which will be a different challenge to educators and students in this new and unexpected environment. This paper aims to discuss the implications of COVID-19 on the changes that have taken place in social work teaching and learning in Malaysia and potential responses.

scholarly journals Every picture tells a story: Combining interpretative phenomenological analysis with visual research

2019 ◽  
Vol 19 (5-6) ◽  
pp. 1007-1021
Author(s):  
Angie Bartoli
Keyword(s):  
Social Work ◽  
Lived Experience ◽  
Research Methodology ◽  
Interpretative Phenomenological Analysis ◽  
Research Process ◽  
Phenomenological Analysis ◽  
Visual Research ◽  
The Social ◽  
Social Work Practitioners ◽  
Stage Process

This article will present a methodological critique of the research process which combines participant-generated imagery with interpretative phenomenological analysis. This critique is based upon a research study which aimed to understand how social work practitioners experience their transition into first-line management. This study was particularly concerned with understanding feelings associated with role transitions within social work, as it is an under-researched area of practice. The data (verbal and visual) collected from the study was analysed using an adaptation of the interpretative phenomenological analysis’s six-stage process. A rationale is provided to illustrate the synergy between the underlying principles of interpretative phenomenological analysis as a research methodology and the social work profession, together with the need to adopt a nuanced and innovative approach through the utilisation of visual research methodology. Limitations and possibilities associated with combining these two research approaches will be illustrated through a series of examples from the study. It will conclude that the synergy of research approaches contributes to a deeper understanding of lived experience.

scholarly journals Guidelines for Using Simulation for Online Teaching and Learning of Clinical Social Work Practice in the Time of COVID

2021 ◽  
Author(s):  
Uschi Bay ◽  
Marcelo Maghidman ◽  
Jacinta Waugh ◽  
Aron Shlonsky
Keyword(s):  
Clinical Practice ◽  
Social Work ◽  
Online Teaching ◽  
Clinical Social Work ◽  
Mode Of Delivery ◽  
Work Practice ◽  
Social Work Practice ◽  
Field Education ◽  
Active Listening ◽  
Practice Skills

AbstractDue to COVID 19, Monash University’s Social Work Department moved all clinical practice skills teaching in the Master of Social Work (graduate entry level) fully online using synchronous audio-visual conferencing platform Zoom for the first time from March to June 2020. The innovations associated with this move included the development of clinical practice laboratories (CPLs) to prepare 154 students for a modified version of an Objective Structured Clinical Examinations (OSCE) and their first field education practicum. The use of simulated clients to facilitate experiential learning of active listening skills, rapport-building and empathic communication in this mode of delivery is described in detail to encourage overcoming previous issues in teaching clinical practice skills to students located at a distance from campus.

scholarly journals Becoming a Nursing and Social Work Student: An Interpretive Phenomenological Analysis of Interprofessional Education

2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Daniel Christopher Allen ◽  
Tracey Baker ◽  
David Leonard Rootes
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Interprofessional Education ◽  
Phenomenological Analysis ◽  
Interpretive Phenomenological Analysis ◽  
First Year ◽  
The United Kingdom ◽  
Work Education ◽  
The Impact ◽  
Work Student

Background: The call for interprofessional nursing and social work education in the United Kingdom has led to the development of a singularly integrated nursing and social work degree. Although evidence exists to highlight the impact of this degree in practice, details of the experience of interprofessional nursing and social work education have not been studied in equal depth.Methods and Findings: Guided by the tenets of interpretive phenomenological analysis, six students who had recently completed the first year of a nursing and social work degree were asked to describe their experiences of interprofessional education. The dominant theme that emerged from analysis highlighted the importance of providing students with a bespoke curriculum, which could communicate their full and inclusive integration. Where this was not achieved, students explained that they could become confused by increased workloads and a sense of separatism.Conclusions: When combining nursing and social work into a single degree, pedagogic strategies must be confidently prepared to deliver a specific interprofessional nursing and social work curriculum. Above all, this curriculum must demonstrate an integrated philosophy and distinctive orientation to inclusive interprofessional education.

Online Versus Classroom-Based Instruction: A Comparative Study of Learning Outcomes in a Diversity Course

2006 ◽  
Vol 11 (2) ◽  
pp. 102-114 ◽  
Author(s):  
Mary E. Hylton
Keyword(s):  
Social Work ◽  
Learning Outcomes ◽  
Gay Men ◽  
Online Teaching ◽  
Traditional Classroom ◽  
Traditional Teaching ◽  
Diversity Course ◽  
Lesbian And Gay ◽  
Based Instruction ◽  
Work Education

This study compares the learning outcomes of a traditional, classroom-based course and an online section of the same course on the attitudes and knowledge students have regarding gay men and lesbians. The study was conducted in two sections of an undergraduate social work course entitled lesbian and gay lives. The study found that online and traditional teaching modalities were equally effective in achieving course objectives. Students in both sections had more favorable attitudes towards lesbians and gay men at the conclusion of the course than they did at the start of the course. Implications of online teaching for social work education and recommendations for further research are presented.

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