An Exploration of How Some Tutors Use Learning Materials to Enable Student Social Workers to Link Theory to Practice While Learning in the Workplace

Sieminski, Sandy; Seden, Janet

doi:10.1080/02615479.2010.512658

Cited by 11 publications

(4 citation statements)

References 6 publications

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“…Cantrell (2008) confirms that course content and (simulation) exercises can ignite a powerful need for debriefing and thus social work students (in particular) should be prepared for the nature of the learning and possible emotional reactions (Didham, Dromgole, Csiernik, Karley & Hurley, 2011). Debriefing should be a vital component of the curriculum and should take place after the exercise to assist with disengagement and to assimilate the academic and emotional experiences into learning (Didham et al, 2011;Garrett, MacPhee & Jackson, 2010;Reese, Jeffries & Engum, 2010;Sieminski & Seden, 2011). Debriefing, including critical reflection, should therefore be included in academic planning (Garrett et al, 2010) because it is vital for experiential learning (Fanning & Gaba, 2007;Rudolph, Simon, Rivard, Dufresne & Raemer, 2007).…”

Section: Create Debriefing Opportunitiesmentioning

confidence: 99%

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Dykes¹,

Green²

2015

SWORK

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This qualitative study explores the impact of adverse childhood experiences (ACEs) of social work students on notions of students' learning profile. Data were obtained from both student and staff participants on third year level within the social work programme during the teaching of a particular module focusing on family wellbeing. The implications of strong reactions during teaching and learning are juxtaposed against the notions of students' learning profile and participants' teaching and learning suggestions. Several recommendations are made that have emerged from the study that attempt to relate to students' learning profile in social work professional learning. 577Social Work/Maatskaplike Werk 2015:51(4) LEARNING PROFILES OF SOCIAL WORK STUDENTS: WHO ARE YOU AND HOW SHOULD THIS INFLUENCE MY TEACHING?Glynnis Dykes, Sulina Green INTRODUCTIONInternationally, classrooms reflect an increasingly diverse world of differing ages, abilities, cultures, interests, motivations and difficulties (Rosslyn, 2004;Tomlinson, Brighton, Hertberg, Callahan, Moon, Brimijoin, Conover & Reynolds, 2003). The situation in South Africa is no different. The majority of South African students currently in higher education are first-generation (non-traditional) students commonly (and indiscriminately) described as underprepared, coming from impoverished backgrounds in terms of economic strength, poor schooling and socio-cultural resources, and using English as additional language (Bozalek, 2013;Carelse & Dykes, 2013;Collins & Van Breda, 2010;Hlalele, 2010;Smit, 2012).In order to facilitate learning for these diverse groups, it is vital to know who the adult learner is in terms of the role of personal circumstances in the learning endeavour, as well as to ascertain how adults learn (Merriam, Caffarella & Baumgartner, 2007;Ramsden, 1992). The current student profile at the university where the study was undertaken started to emerge during the 1980s, when the institution initiated an affirmative action admissions policy designed to broaden access particularly for students from all historically disadvantaged communities (Bozalek, 2013). For the non-traditional and adult learner, the concepts of self and self-directed learning are vital (HylandRussell & Groen, 2011) in that they feed into their individual learning approaches; this in turn advances the philosophy of learner-centredness (Wilcox, 1996).Learning styles have been variously defined in the literature. For this study the overall notion of learning profile will be used to refer to students' personal traits (such as biological, cultural and societal factors; emotional and social influences; academic record and learning preferences) that optimise the individual's learning (Powell & Kusuma-Powell, 2011;Rollnick, Lubben, Lotz & Dlamini, 2002). A learning profile consists of two dimensions (Fry, Ketteridge & Marshall, 2009;Vanthournout, Coertjens, Gijbels, Donche & Van Petegem, 2013), namely, learning styles (stable personal characteristics of the learner), and learning approaches (cha...

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Section: Create Debriefing Opportunitiesmentioning

confidence: 99%

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Dykes¹,

Green²

2015

SWORK

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“…In addition to the aforementioned articles, only five articles discussed what theories to teach in class or how to apply them. These resources address teaching critical social work theory in Sweden (Lynch et al, 2019), student perspectives on learning theory in the United States (Author, year), British social work educators' reflections on teaching theory (Sieminski & Seden, 2011), employing critical reflection as a valuable learning method that could help students learn to apply theory in a HBSE class (Wiener, 2012), and educating about neuroscience (Egan et al, 2011). No articles were identified in these databases that utilized the term "learning social work theory."…”

Section: Theory In Social Workmentioning

confidence: 99%

Master social work students’ explicit and implicit articulation of theory

McCarthy

Bragg

Gentle-Genitty

2022

Journal of Human Behavior in the Social Environment

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“…(7) A forum should be created at the University to enable students report on the challenges they face during field work practicum. A continuing dialogue between FWS, students, study centre coordinator, regional centre and university faculty contributes and improves student experience of learning (Sieminski and Seden, 2011).…”

Section: Recommendationsmentioning

confidence: 99%

Field work supervision through open and distance learning: an Indian perspective

Guin

2019

AAOUJ

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Purpose The purpose of this paper is to highlight the method of field work supervision in BSW and MSW programmes offered through open and distance learning (ODL) at the Indira Gandhi National Open University (IGNOU). The key argument of the paper will focus on the fact that despite various challenges, field work supervision through ODL provides lot of scope and flexibility to students, generating a cadre of trained social work professionals. Design/methodology/approach The paper adopts a case study approach in presenting the various methods employed for field work supervision by the University. This section will highlight the achievements in terms of developing indigenous theory course and the best practices adopted by IGNOU to train social work professionals through adequate and timely supervision in the ODL mode. Findings Field work supervision in the ODL mode poses many challenges, especially when compared to that in the conventional universities. Some of these include irregular meeting of supervisor and student, inability of students to meet supervisor due to several reasons like remote location, poor economic background, lack of leave for working professionals, etc. Research limitations/implications There is a need for developing a mechanism to regularly orient field work supervisors in supervising students in the ODL mode. It is recommended that regular field work practicum workshops be conducted for supervisors and students. Viva for field work could be made mandatory at different regional centres. Field work supervision could be enhanced through the use of technology, namely, Skype, e-mail, WhatsApp, etc. Originality/value The paper describes the various nuances of field work supervision through ODL system. It is an original work and is of great value in understanding the challenges and difficulties encountered by learners and academic counsellors throughout the process of supervision. The paper highlights important recommendations by the stakeholders themselves in mitigating the challenges faced during field work supervision through ODL.

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An Exploration of How Some Tutors Use Learning Materials to Enable Student Social Workers to Link Theory to Practice While Learning in the Workplace

Cited by 11 publications

References 6 publications

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Master social work students’ explicit and implicit articulation of theory

Field work supervision through open and distance learning: an Indian perspective

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