Cultivating Curiosity: Integrating Hybrid Teaching in Courses in Human Behavior in the Social Environment

Rodriguez-Keyes, Elizabeth; Schneider, Dana A.

doi:10.1080/08841233.2013.796304

Cited by 6 publications

(2 citation statements)

References 10 publications

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“…FlipGrid, VoiceThread), flexible office hours, blogs and discussion boards where instructors and students can post and answer each other’s questions, and clear articulation of communication expectations (e.g. reply time for emails, virtual communication guidelines) are all strategies that can be used to allow students to be known (Joiner and Patterson, 2019; Larson, Aroz and Norden, 2019; Rodriguez-Keyes and Schneider, 2013). Proper training about this technology and careful course planning, conditions that were largely absent in the spring 2020 rush, are needed in order to design and implement these systems (Araujo Dawson and Fenster, 2015).…”

Section: Discussionmentioning

confidence: 99%

Lessons learned from COVID-19: Being known in online social work classrooms

Smoyer

O’Brien

Rodriguez-Keyes

2020

International Social Work

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This article presents findings from a survey of undergraduate social work (Bachelor of Social Work [BSW]) students about their experiences with remote learning during the 2020 COVID-19 pandemic. In response to this crisis, remote learning was rapidly implemented and many BSW educators and students experienced online classrooms for the first time. Findings from this study shed light on how remote learning shapes the interpersonal relationships and communication that are so critical to building students’ sense of classroom belonging, engagement, and learning.

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Section: Discussionmentioning

confidence: 99%

Lessons learned from COVID-19: Being known in online social work classrooms

Smoyer

O’Brien

Rodriguez-Keyes

2020

International Social Work

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“…The adapted forms of teaching and learning also present challenges from a didactic point of view. Research has found that when undergraduate social work students have an experience of "being known" by instructors and classmates, their motivation to learn, ask questions, and engage with course material increases (Rodriguez-Keyes and Schneider, 2013). Thus, it is apparent that there are limits to distance learning in social work education for the reasons mentioned above.…”

Section: Introductionmentioning

confidence: 99%

Distance Education in Social Work During the COVID-19 Pandemic: Changes and Challenges

et al. 2021

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The COVID-19 pandemic has had an extensive impact on the global higher education sector. In a written survey, staff and students at the Lucerne School of Social Work reported how they had coped with the challenges to their teaching or respective learning situation. The initial survey was conducted during the lockdown in spring 2020, and the follow-up survey was performed in the period of relaxed sanitary measures in summer 2020. During the first wave of the survey, 51 employees and 225 students participated. In the follow-up survey, 28 employees and 117 students partook. Findings indicate that the increased workload created by the transition was stressful for both staff and students but overall was handled well. Staff and students who felt supported by the university management experienced less psychological distress. Since the outbreak of the pandemic, there has been an effort to develop hybrid forms of teaching. Because the social work curriculum contains building blocks that are difficult to implement in the form of distance learning, the transition posed challenges for both staff and students. During times of transition, university management must carefully assess the support needs of staff and students and take appropriate action.

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