Social Work Education: Electronic Technologies

2013 ◽  
Author(s):  
Philip M. Ouellette ◽  
David Wilkerson
Keyword(s):  
Distance Education ◽  
Social Work ◽  
Educational Programming ◽  
Education Programs ◽  
Pedagogical Strategies ◽  
Web Based ◽  
Technological Advances ◽  
Social Work Programs ◽  
Work Education ◽  
Electronic Technologies

The growth in technological advances in recent years has revolutionized the way we teach, learn, and practice social work. Due to increases in educational costs and the need for students to maintain family and work responsibilities, an increasing number of social work programs have turned to today’s advances in technology to deliver their courses and programs. This change has resulted in the creative use of new multimedia tools and online pedagogical strategies to offer distance web-based educational programming. With increases in technology-supported programs, recent research studies have identified a number of areas needing further investigation to ensure that quality distance education programs are developed.

Safety Education: A Study of Undergraduate Social Work Programs

2007 ◽  
Vol 12 (2) ◽  
pp. 141-153 ◽  
Author(s):  
Geraldine Faria ◽  
Mary Agnes Kendra
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Academic Programs ◽  
Safety Education ◽  
Education Programs ◽  
The Social ◽  
Client Violence ◽  
Work Programs ◽  
Social Work Programs ◽  
Work Education

The literature on client violence against social workers calls for social work education programs to teach students how to protect themselves and minimize the risk of verbal and physical harm. Although the social work literature cites examples of content that should be taught, there is little information on whether safety education is covered in academic programs and, if so, what exactly is taught. This study focused on nineteen baccalaureate programs and determined the extent to which they teach safety education. The study also identified the minimum safety education content that should be taught in baccalaureate social work programs.

Fighting for Field: Seven Threats to an Important Component of Social Work Education

1999 ◽  
Vol 5 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Rita Rhodes ◽  
Jim Ward ◽  
Jan Ligon ◽  
Wanda Priddy
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Field Education ◽  
Education Programs ◽  
Number Of Factors ◽  
Loss Of Autonomy ◽  
Social Work Programs ◽  
Faculty Commitment ◽  
Work Education ◽  
Schools Of Social Work

Field education programs have historically been viewed as the single most important component of social work education at both the baccalaureate and graduate levels. However, a number of factors may affect the ability to execute quality field education programs. This article identifies and discusses seven significant threats to field education in social work programs, including the academization of schools of social work, loss of autonomy in the larger academic systems; the devaluation of field directors; growth of programs; gatekeeping; changes in the student population; and a lack of faculty commitment to field education. Two of six recommendations to address these problems are also challenged.

Autonomy and Resources in Small Baccalaureate Social Work Programs

2002 ◽  
Vol 8 (1) ◽  
pp. 51-67
Author(s):  
René D. Drumm ◽  
Mary Ann Suppes ◽  
Robert C. Kersting
Keyword(s):  
Social Work ◽  
Community Involvement ◽  
Program Directors ◽  
Public Institutions ◽  
Private Institutions ◽  
Education Programs ◽  
Long Time ◽  
Social Work Programs ◽  
Work Education ◽  
Program Challenges

Small baccalaureate social work education programs have existed for a long time but only recently have their strengths and limitations been a subject for study. The research presented in this article is a statistical analysis of survey data regarding program directors' perceptions of strengths and challenges related to program autonomy and resources. Findings indicate that program directors housed in private institutions perceive greater levels of strength than those in public institutions. In addition, the program directors who reported strong community involvement also sensed greater strength in autonomy and resources. Factor analysis revealed no coherent clusters for further analysis concerning program challenges. These findings may indicate that while program directors have some shared perceptions regarding program strengths, program challenges may be more program-specific.

The Use of the World Wide Web by Undergraduate Social Work Education Programs

1997 ◽  
Vol 3 (1) ◽  
pp. 71-84 ◽  
Author(s):  
Jerry Finn ◽  
Marshall Smith
Keyword(s):  
Social Work ◽  
World Wide Web ◽  
Social Work Education ◽  
Web Site ◽  
World Wide ◽  
Specific Information ◽  
Education Programs ◽  
The World ◽  
Social Work Programs ◽  
Work Education

Social work education programs have begun to use the World Wide Web as a means of providing an educational tool and a delivery system for information about their programs. This paper provides an introduction to Web concepts, describes a procedure for creating a simple Web site, and investigates current use of the Web by BSW programs. It was found that 125, (39.1 percent) BSW programs have a social work Web site. The types and quality of information provided varied widely among programs. Programs provide information on mission, course descriptions, faculty descriptions, admissions requirements, and curriculum. In addition, almost half of programs offered a means for students to contact the program through e-mail. Only a small number of programs provided other program specific information such as syllabi, newsletters, financial aid, alumni information, or policy manuals. Approximately one-third of the programs provided links to other sources on the Internet. Only 14 percent of programs' sites were rated excellent by students. The potential of the World Wide Web to promote information sharing among social work programs and organizations is discussed.

Taking the Mountain to Mohammed: Enhancing Rural Human Services Through Distance Education1

1996 ◽  
Vol 1 (2) ◽  
pp. 27-39
Author(s):  
Bradford W. Sheafor
Keyword(s):  
Distance Education ◽  
Social Work ◽  
Social Work Education ◽  
Human Services ◽  
Education Programs ◽  
High Quality ◽  
Master's Programs ◽  
Opportune Time ◽  
Work Education ◽  
Quality Learning

Social work education is the primary gatekeeper for the profession. However, it has been slow to pursue the delivery of its educational programs in off-campus locations and many rural human services providers who have not had the advantage of social work education often become locked into jobs with little opportunity to upgrade their competence and credentials. The result has been that clients, too, are locked into workers with less than the desired qualifications. Increasingly, distance education technologies have emerged that have proven successful in reaching off-campus students and providing high quality learning experiences. Also, the Council on Social Work Education's Commission on Accreditation has recently developed guidelines that should reduce the risk for schools venturing into distance education. Now is an opportune time for baccalaureate social work education programs (as well as master's programs) to seriously consider the role they might play in enhancing rural human services through distance education. This paper identifies some of the factors a program might consider when contemplating distance education.

Self-Efficacy Regarding Social Work Competencies

2015 ◽  
Vol 27 (5) ◽  
pp. 594-606 ◽  
Author(s):  
Gary Holden ◽  
Kathleen Barker ◽  
Sofie Kuppens ◽  
Gary Rosenberg
Keyword(s):  
Social Work ◽  
Educational Outcomes ◽  
Self Efficacy ◽  
Empirical Work ◽  
Preliminary Evidence ◽  
Efficient Manner ◽  
Replication Studies ◽  
Large Numbers ◽  
Social Work Programs ◽  
Work Education

Purpose: The need for psychometrically sound measurement approaches to social work educational outcomes assessment is increasing. Method: The research reported here describes an original and two replication studies of a new scale ( N = 550) designed to assess an individual’s self-efficacy regarding social work competencies specified by the Council on Social Work Education as part of the accreditation of social work programs. Results: This new measure, the Self-Efficacy Regarding Social Work Competencies Scale (SERSWCS), generally performed in line with our expectations. Discussion: The SERSWCS is a measure that is based on substantial theoretical and empirical work, has preliminary evidence regarding the psychometric properties of the data it produces, can be used with large numbers of students in an efficient manner, is neither expensive or subject to user restrictions, and provides views of outcomes that have utility for pedagogical considerations at multiple curricular levels.

scholarly journals Challenging ‘ableism’ and teaching about disability in a social work classroom

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Micheal Shier ◽  
Carole Sinclair ◽  
Lila Gault
Keyword(s):  
Social Work ◽  
Social Context ◽  
Service Delivery ◽  
Social Workers ◽  
Social Environment ◽  
Training Module ◽  
Direct Practice ◽  
The Social ◽  
Social Work Programs ◽  
Work Education

Social work programs in Canada teach emerging generalist practitioners about the consequences of oppression in the lives of the clients they work with. More emphasis within social work education could be placed on practical ways of contextualizing forms of oppression as each relates specifically to practice. The following provides a description of the oppression of ‘ableism’, and offers an applied training module to help prepare generalist social workers (i.e. current students or direct practitioners) to work with issues of disability as they emerge in their direct practice with clients. The training module helps to facilitate learning specific to the leading theoretical discussions and the social context of disability within society. Through these discussions students might then become more aware of their role as practitioners in challenging the oppression of ‘ableism’, rather than maintain outdated modes of service delivery and intervention with those people disabled by the social environment.

Measuring Student Satisfaction Level Regarding Instructional Design and Technical Dimension in Web-Based Distance Education Programs

2021 ◽  
pp. 202-219
Author(s):  
Serhat Koca ◽  
Birol Gulnar ◽  
Murat Aytas
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Public Education ◽  
Student Satisfaction ◽  
Spiritual Guidance ◽  
Satisfaction Level ◽  
Education Programs ◽  
Web Based ◽  
Guidance Program ◽  
Private And Public

Web-based distance education method (WBDE) is used by many private and public education institutions today. Through this educational application, instructors can deliver training content to students or participants from all over the world, synchronously and asynchronously. Within the scope of WBDE applications, trainings are carried out through websites with many different structures and interfaces. In this direction, in the process of conveying the said training method to the recipients, the way the education is provided in terms of instructional design and technical dimension becomes very important for the satisfaction of the recipients. In this context, the measurement of student satisfaction level regarding instructional design and technical dimension in web-based distance education programs has been studied on the example of Spiritual Guidance program. In this direction, it is thought that the study of distance education programs in terms of instructional design and technical dimension will contribute to the researches to be put forward in this direction.

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