scholarly journals An Empirical Approach to Study Smartphones’ Usage in Academic Performance of University Students

2020 ◽  
Vol 3 (2) ◽  
pp. 279-286
Author(s):  
Nargis Abbas ◽  
Uzma Ashiq ◽  
Syeda Mahnaz Hassan ◽  
Muhammad Alam
Keyword(s):  
Academic Performance ◽  
Social Work ◽  
Negative Impact ◽  
Social Work Students ◽  
Sampling Technique ◽  
Academic Life ◽  
Academic Learning ◽  
Advantages And Disadvantages ◽  
The Social ◽  
The University

The purpose of this study was to find out the advantages and disadvantages of smartphone usage in the academic life of Social Work students at the University of the Punjab, Lahore. The quantitative research methodology was adopted in this study. The survey of Social Work students from the university was done by employing purposive sampling technique. Students having smartphones were part of this study. A structured questionnaire was used to collect the data from 203 Social Work students of the University of the Punjab. The SPSS was used to analyze the data among the smartphone users. The Social Work students used smartphones not primarily for academic purposes but for social activities. It also operated as a learning aid, which was absolutely essential to students which made them capable to find quick information and got their time saved. Smartphones were also seen more as a distraction in the classroom rather than learning aid as smartphone produce distraction in the classroom and this distraction diverted students’ attention in the class. Students multitasking and non-academic usage of smartphone produced negative impact on students’ learning and resultantly lower their academic performance. Smartphone usage seemed great if smartphone is capitalized to achieve the benefits associated with its use; resultantly the Social Work students can possibly enhance their academic learning that may lead them to success in their academic life.

scholarly journals Learning ‘at work’ during social work education:

2012 ◽  
Vol 6 (2) ◽  
pp. 6-23
Author(s):  
Anette Bolin
Keyword(s):  
Social Work ◽  
Situated Learning ◽  
Critical Incident ◽  
Social Work Students ◽  
Learning Opportunities ◽  
Learning At Work ◽  
The Social ◽  
Reflective Approach ◽  
Work Education ◽  
The University

The aim of this article is to describe and analyse the learning processes of Swedish social work students during and after periods of workplace-based learning. The article describes the process in which the practice learning opportunities that the students have been involved in are reflected upon, discussed, problematised and theorised, both in a series of workshops and via the process of the narrative description of critical incidents. Practice learning opportunities form an integral part of studies of social work in the Social Pedagogy program at the University West in Sweden, where a reflective approach to both campus and practice learning has been developed. In presenting the analysis of the reflective approach to studies of social work the article draws on both Scandinavian and international research and presents Säljö’s theory of situated learning and Nielsen & Kvale’s theory of Mesterlaerer in the analysis of the critical incident narratives of two individual social work students.

Merging information literacy and evidence-based practice for social work students

2016 ◽  
Vol 117 (3/4) ◽  
pp. 201-213 ◽  
Author(s):  
Tricia Jane Bingham ◽  
Josie Wirjapranata ◽  
Shirley-Ann Chinnery
Keyword(s):  
Social Sciences ◽  
Social Work ◽  
Social Work Students ◽  
Evidence Based ◽  
Constructivist Teaching ◽  
Research Practice ◽  
Content Type ◽  
The Social ◽  
The University ◽  
Solution Focused

Purpose – This paper outlines a teaching and learning collaboration between information literacy (IL) professionals and a social work academic at The University of Auckland. The collaboration was developed for the purpose of introducing evidence-based practice (EBP) and related IL skills to a third-year social work cohort preparing for their first practicum. Embedding the research–practice connection in the minds of students at this level of study is essential, as using evidence in practice is considered to be a fundamental professional objective. Despite this perspective, it is not uncommon for research to be viewed as an ancillary, if not discretionary skill in social work, with the research–practice gap well recognised in the social work literature. EBP offers students a clearly defined, systematic research framework imminently suited to the novice learner which emphasises the importance of research for practice. Research skills, in particular IL and the ability to find, evaluate and apply information, are essential to the development of effective EBP. Apart from the practical skills of being able to find evidence, critical thinking and reflective skills are key skills also inherent to IL processes and practice, and mastery of the evidence-based approach is impossible without mastery of these key IL competencies. Taking a solution-focused frame, theoretically underpinned by a constructivist teaching philosophy, we detail specific EBP and IL teaching practices, challenges and the remedies applied. The paper concludes with key lessons learned and future directions for teaching EBP and IL skills to social work students at The University of Auckland. Design/methodology/approach – A solution-focused frame is theoretically underpinned by a constructivist teaching philosophy. Findings – This paper offers insights derived from seven years of teaching EBP and IL skills to social work students and investigates specific teaching challenges and details the remedies applied. Research limitations/implications – As a case study, this article deals with one instance of EBP and IL teaching. Focusing specifically on EBP in the social sciences, this may not be relevant for other disciplines. Practical implications – This paper offers insights into methods for merging EBP and IL skills teaching in the social sciences, providing practical examples of activities which can be used in teaching, underpinned by relevant theory. Social implications – To be effective practitioners, social workers must understand the importance of research to practice, in particular how this can improve their professional knowledge and practice. Forging the research–practice connection aids the development of competent practitioners and enhances the well-being of social work clients. Originality/value – The authors outline constructivist–connectivist learning activities that can be used to advance students’ IL skills, develop research capacity and enhance the importance of the research-practice connection in social work practice. While much research has been done on EBP and IL connections in the medical and nursing literature, there is limited literature discussing EBP and IL integration in social work.

scholarly journals Integrating Social Work Into Interprofessional Education

2020 ◽  
Vol 20 (2) ◽  
pp. 454-472
Author(s):  
Keith Adamson ◽  
Rachelle Ashcroft ◽  
Sylvia Langlois ◽  
Dean Lising
Keyword(s):  
Social Work ◽  
Interprofessional Education ◽  
Social Work Students ◽  
Social Work Faculty ◽  
University Of Toronto ◽  
Healthcare Settings ◽  
The Social ◽  
Professional Leadership ◽  
The University

The University of Toronto Interprofessional Education Curriculum (IPE) is an exemplar of advancing interprofessional education with a focus on preparing students for practice in healthcare settings. Our paper begins with a detailed overview of the University of Toronto’s IPE program including the range of participating faculties, an overview of the curriculum including examples of learning activities, and the social work specific expectations that are embedded in the core and elective components. Following, is a discussion on mitigating the challenges and engaging opportunities associated with integrating social work in a healthcare-focused IPE program at a major Canadian University. Our exploration of mitigating challenges and engaging opportunities will span five key areas: a) Creating meaningful learning experiences for social work students; b) Implementing mandatory or elective IPE participation; c) Scheduling of IPE activities; d) The role of social work faculty in driving student involvement in IPE; and e) Strengthening social work professional leadership for IPE.

Diferencias de género en el interés por las materias de los estudiantes del grado de trabajo social en la Universidad de Almería [Gender Differences in the Social Work Students’ Interest For Subjects at The University of Almeria]

Portularia ◽  
2012 ◽  
Vol 12 (Addenda) ◽  
pp. 197-204
Author(s):  
Carmen María Salvador-Ferrer ◽  
Antonio-José Macías-Ruano ◽  
María José González-Moreno ◽  
Alexandra Ainz-Galende ◽  
Jesús Mayor-Rodríguez
Keyword(s):  
Gender Differences ◽  
Social Work ◽  
Social Work Students ◽  
The Social ◽  
Trabajo Social ◽  
The University

scholarly journals How well does the preparation for practice delivered at the university prepare the student for their first practice learning opportunity in the Social Work Degree?

2012 ◽  
Vol 6 (3) ◽  
pp. 62-81
Author(s):  
Christine Walton
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Essential Elements ◽  
Structured Interviews ◽  
Learning Opportunity ◽  
North East ◽  
Starting Point ◽  
The Social ◽  
Framework Approach ◽  
The University

This paper sets out to consider the requirement that social work students studying for the Degree in Social Work should be prepared for and assessed as ready and fit to practice before undertaking their first practice learning opportunity. The purpose of the study is to examine the essential elements of good preparation and to evaluate how well the teaching and assessment has prepared students in the South Yorkshire and North East Midland partnership from the perspective of their practice assessors.This qualitative study involved two key stages. Firstly, a focus group eliciting views from practice assessors on what the purpose and content of preparation for practice should be. Secondly, semi-structured interviews with practice assessors considering how well prepared for practice the first group of Social Work Degree students had been. Interviews were transcribed and data analysed using a ‘framework’ approach. Three major themes emerged, the communication of information on the preparation between student and practice assessor, the ability of students to relate their previous learning to practice and the understanding students demonstrated of the social work task and role.All practice assessors were positive about the benefits that preparation at the universities could have for practice but the majority of students did not share information on their preparation with their practice assessor. From this project it has been possible to make recommendations concerning the content of preparation but most importantly the importance of requiring that information on the content and learning in preparation should be shared by students with their practice assessor as the starting point for making direct links into their first practice learning opportunity.

Hong Kong social work students at the University of Hull

1995 ◽  
Vol 14 (3) ◽  
pp. 44-60 ◽  
Author(s):  
Vicky W.K. Leung ◽  
Bill Y.P. Lay ◽  
Anne Ketchell ◽  
Cindy Clark ◽  
Robert Harris
Keyword(s):  
Hong Kong ◽  
Social Work ◽  
Social Work Students ◽  
The University

scholarly journals Analyzing the Integration of Human Rights into Social Work Education

2015 ◽  
Vol 3 (2) ◽  
pp. 100
Author(s):  
Paulette Andrea Henry
Keyword(s):  
Human Rights ◽  
Social Work ◽  
Social Work Education ◽  
Academic Discipline ◽  
Social Work Students ◽  
Collective Responsibility ◽  
Clear Understanding ◽  
Human Beings ◽  
Work Education ◽  
The University

<p>The understanding of human rights are important to social work education and practice especially since the global definition of social work highlights the dual role of social work as a practice based profession and academic discipline emphasizing the principles of social justice, human rights, collective responsibility and respect for diversity. Concomitantly, social work education must ensure that students know and understand human rights laws especially since human rights are inherent to all human beings and are often expressed and guaranteed by international law which Governments are expected to uphold. Social workers have a commitment as duty bearers in supporting governments in the upholding of those agreements pertinent to the wellbeing of the people. Using the University of Guyana as a frame of reference this paper examined students’ knowledge on international agreements prior to leaving the University since these laws not only speak to nation states but to universal practices and many social work issues transcend borders. This paper utilized a mixed method approach to ascertain students’ awareness of international human rights laws and their perceptions on the applicability to practice. The findings show that there is limited knowledge amongst social work students on human rights covenants and conventions. This assessment is instructive to social work educators locally and internationally pointing to the need for integration into the curricula. It is imperative that generalist practitioners leave the University with a clear understanding of these laws as many practice issues are transnational. There will be the need for international social work to be a taught course for undergraduates training to become generalist practitioners.</p>

scholarly journals Dynamics of assertive behavior in the social work students

2020 ◽  
Vol 9 (28) ◽  
pp. 14-21
Author(s):  
Anton Stoykov
Keyword(s):  
Social Work ◽  
Empirical Study ◽  
Social Worker ◽  
Social Work Students ◽  
Educational Process ◽  
Life Situation ◽  
The Social ◽  
Assertive Behavior ◽  
Personal Skills ◽  
Main Components

The article deals with the dynamics of assertive behavior in the Social Work students as assertiveness is one of the most important personal skills needed for the successful interaction between them and their Clients who face a difficult life situation. The characteristics of assertiveness have been theoretically determined paying special attention to the specifics of its manifestations in the interaction between the Social Worker and the Client. On the basis of the conducted empirical study involving Social Work students, analyzed is the dynamics of their assertive behavior based on some of its main components and on their integrity as a personal quality. Considering the research results, justified is the need of including in the educational process specially elaborated programmes with a main focus on the development of assertive behavior.

scholarly journals The use of social networking sites and their relation to the behavior of the university student: استخدام مواقع التواصل الاجتماعي وعلاقتها بالسلوك الانحرافي لدى الطالب الجامعي

2017 ◽  
Vol 1 (5) ◽  
Author(s):  
Djeboub Walid
Keyword(s):  
Adverse Effects ◽  
Social Networking ◽  
Social Networking Sites ◽  
Deviant Behavior ◽  
Negative Impact ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
The University ◽  
The Impact ◽  
University Community

This study aimed to show the extent of teenagers who represent students Tèbessa University contents of violence and crime that is seen or published or traded them through the media and communication affected, especially through social networking sites and networks, such as Facebook and stringing YouTube and Skype, etc., which may contribute to the formation and strengthening of behaviors negative in these through the following problem: Do you contribute to social networking sites through the implications of violence and crime in a negative impact on the behaviors of the students within the university community ?, also deliberately researcher to sample the estimated inventory of 50 students schooled at the Faculty of Economics and Commercial Sciences and Management Sciences of each section by an estimated 10% of the study population as a whole's (2000) the adoption of simple random sampling technique, the results have also been addressing the adoption system (SPSS) , Which resulted in the results: the presence of a statistically significant correlation between the students' use of social networking sites and the spread of deviant behavior within the university community?, And no statistically significant differences in the adverse effects of the use of social networking sites on the behavior of students depending on the sex variable, the largest of any female average for the benefit of, No statistically significant differences in the adverse effects of the use of social networking sites on the behavior of students depending on the variable physical level ?,No statistically significant differences in the adverse effects of the use of social networking sites on the behavior of the students due to the level of scientific student ?,The study also called attention to the recent media study the impact of the implications of violence and crime across social networking on the behavior of young people and adolescents sites, spreading awareness programs to help solve the problems of this phenomenon.

Sign in / Sign up

Export Citation Format

Share Document