scholarly journals Doctoral research amidst the Covid-19 pandemic: Researcher reflections on practice, relationships, and unexpected intimacy

2021 ◽  
Vol 20 (1-2) ◽  
pp. 570-578
Author(s):  
Luke Ray Campbell
Keyword(s):  
Social Work ◽  
Participant Recruitment ◽  
Digital Platforms ◽  
Face To Face ◽  
Social Work Research ◽  
Doctoral Research ◽  
University Of Edinburgh ◽  
Interpretive Method ◽  
The University ◽  
Radical Shift

Responding to the Special Issue call by the Qualitative Social Work: Research and Practice Journal, this article reflects on the challenges faced by a Social Work doctoral student at the University of Edinburgh (Scotland) during the Covid-19 outbreak. Having already commenced their fieldwork through a series of Freirean-style dialogical interviews via Biographical Narrative Interpretive Method (B.I.N.M.), the nationwide-lockdown demanded a drastic deviation from the intended in-person face-to-face interviews with lone parent participants. Significant academic consideration had already been given to the researcher’s existing academic, professional, and social relationships to north and northwest Edinburgh - the geographical focus within the study - via a process of reflexivity prior to commencing the interviews, yet the shift from discussions in neutral venues (e.g. community centres and public cafes) to dialogues conducted exclusively via digital platforms brought about a radical shift in interpersonal dynamics as both researcher and participant were exposed to each other’s homes, families, and other aspects of domestic life. The change in circumstances bore major implications not only for participant recruitment, but also created an unexpected intimacy within the interviewer-interviewee relationships.

scholarly journals For and against

2012 ◽  
Vol 8 (3) ◽  
pp. 79-96
Author(s):  
Russell Whiting
Keyword(s):  
Social Work ◽  
Focus Groups ◽  
Social Work Education ◽  
Field Education ◽  
Religion And Spirituality ◽  
Social Work Research ◽  
Advantages And Disadvantages ◽  
Starting Point ◽  
Work Education ◽  
The University

This article will provide an account of research undertaken in relation to a single session on an MA in Social Work course, which featured a debate on the place of religion in social work. Research on the session was conducted through the use of two focus groups with participants and also through the use of a questionnaire completed by the whole student group immediately after the debate. Material from the research was presented in a workshop in the Seventh International Conference for Practice Learning and Field Education in Health and Social Work in York in July 2008. This article analyses excerpts from the debate itself, the focus groups and material from the questionnaire (appended).Whilst using a debate is an interesting starting point for addressing this topic it has both advantages and disadvantages as shall be seen. The article builds on Gregory and Holloway’s (2005) work on the use of debates in social work education and also draws on a broader framework for social work education published recently by colleagues at the University of Sussex (Lefevre et al., 2008). The article highlights the lack of work published concerning how the topic of religion and spirituality is addressed in social work education and offers the debate as the start of a way forward.

scholarly journals Strategies To Win: Six-Steps For Creating Problem Statements In Doctoral Research

2011 ◽  
Vol 2 (11) ◽  
Author(s):  
Kimberly D. Blum ◽  
Amy E. Preiss
Keyword(s):  
Doctoral Students ◽  
Education Students ◽  
Problem Statement ◽  
Step Method ◽  
Teaching Online ◽  
University Of Phoenix ◽  
Face To Face ◽  
Know How ◽  
Doctoral Research ◽  
The University

The problem in a doctoral dissertation is the most critical component of the study. (Creswell, 2004; Simon & Francis, 2004; Sproull, 1995). The problem explains the rationale for the study, validates its importance, and determines the research design. Many students do not know how to write a problem statement despite its importance (Simon & Francis, 2004). Currently no systematic process exists to teach students how to write a problem statement. The problem is compounded for distance education students who do not have face-to-face instructor contact. This article will present a six-step method for teaching online doctoral students how to write a problem statement. The process is used at the University of Phoenix Online School of Advanced Studies (SAS).

scholarly journals Realidades y retos en el uso de las TIC en educación, por la emergencia sanitaria provocada por el COVID-19

2021 ◽  
Vol 9 (19) ◽  
pp. 73-88
Author(s):  
Marco Antonio Martínez Márquez
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Quality ◽  
Digital Platforms ◽  
Face To Face ◽  
Computer Equipment ◽  
Information And Communication ◽  
Teaching Learning ◽  
The University

The paper first addresses the educational policies dictated at the international and national levels to deal with the health emergency caused by COVID-19. The main objective of these policies has been not to stop the teaching-learning processes, moving from face-to-face and blended modalities to an online modality, trying not to neglect aspects such as educational quality. Afterwards, those dictated and implemented by the University Network of the University of Guadalajara (U. de G.) are analyzed. Then, the reality faced by the professors of the Centro Universitario del Norte (CUNorte) to continue their teaching work is described. Finally, the challenges in the short, medium and long term, related to the use of information and communication technologies (ICT), such as the lack of training in digital platforms and tools, computer equipment for work, obsolescence of the same and problems of Internet connectivity, among others.

The Center for Social Work Research at the University of Texas at Austin: A Profile

2002 ◽  
Vol 12 (3) ◽  
pp. 440-451 ◽  
Author(s):  
Carol M. Lewis ◽  
Susan M. Henney ◽  
Ruth G. McRoy ◽  
Barbara W. White
Keyword(s):  
Social Work ◽  
University Of Texas ◽  
Social Work Research ◽  
The University

scholarly journals The university student experience of face-to-face and online discussions: coherence, reflection and meaning

2007 ◽  
Vol 15 (1) ◽  
Author(s):  
Robert A. Ellis ◽  
Peter Goodyear ◽  
Agi O’Hara ◽  
Michael Prosser
Keyword(s):  
Social Work ◽  
Student Experience ◽  
Social Work Students ◽  
University Student ◽  
Online Discussions ◽  
Face To Face ◽  
University Experiences ◽  
Second Year ◽  
The University

This paper reports on an investigation into learning through discussions by undergraduate social work students. Second-year students studying psychology for social work experienced discussions began with face-to-face tutorials, and then continued for some time after online. This study used closed-ended questionnaires to investigate what students thought they were learning through discussions (their concepts), and how they engaged in the discussions face-to-face and online (their approaches). Significant associations were found among students’ concepts of discussions, approaches and levels of achievement. The results suggest that students who do not understand how discussions can help them to interrogate, reflect on and revise their ideas tended not to approach either face-to-face or online discussions in ways likely to improve their understanding or their levels of achievement. This type of insight is critical for teacher/designers wishing to create university experiences in which discussion is used to promote learning.DOI: 10.1080/09687760601130057

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