Developing and Supporting Faculty Training for Online Social Work Education: The Columbia University School of Social Work Online Pedagogy Institute

Baez, Johanna C.; Marquart, Matthea S.; Chung, Rebecca Yae-Eun; Ryan, Delia E.; Garay, Kristin

doi:10.1080/08841233.2019.1653419

Cited by 17 publications

(7 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers who can organize a range of learning activities are needed in the mezzo-level of the curriculum, according to these findings [16]. Faculty assistance is important for students' learning experiences since it assists faculty members in developing face-to-face or online learning experiences [17]. In this study, to ensure students are progressing towards the CBE program, we propose the mezzo-curriculum involving students' gradual progress in social work education through ensuring interactivity in a community practice and providing virtual supervision.…”

Section: Discussionmentioning

confidence: 99%

Utilization of Online Social Work Education for Community Empowerment

Saleh¹,

Adhani²,

Mujahiddin³

2022

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

The implementation of Community-Based Education (CBE) for the benefit of the community is the recommended national policy in Indonesia. However, reviewed literature provides little guidance in curriculum development, implementation, and evaluation for social work education in a distance learning context. The goal of this research was to create a CBE framework for social work education that would allow students and teachers to engage in meaningful learning in a distant learning environment. Guided by the grounded theory approach, data were collected by interviewing ten social educationalists and the coding process was conducted through raising awareness of the principles of online learning and social work education. Validation of the results provided by three senior researchers from different universities. The findings revealed that self-directed and collaborative effort involving all stakeholders, selected community learning sites, Government support and engagement, as well as collaboration between academic institutions and communities, emerged as key criteria for the CBE program's success.

show abstract

Section: Discussionmentioning

confidence: 99%

Utilization of Online Social Work Education for Community Empowerment

Saleh¹,

Adhani²,

Mujahiddin³

2022

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

show abstract

“…This series is an important part of the Online Campus's overall faculty and staff development [8]. The faculty development options include foundational training, which consists of a 5-week, 25-hour Institute on Pedagogy and Technology for Online Courses that is required for instructors and teaching associates [9], [10], and a 3-week, 15-hour Institute on Technical Skills for Online Event Production that is required for live support specialists (LSS) who support the technology for the synchronous online class sessions for each course [11]. Many instructors, teaching associates, and LSS take both institutes, and each of these institutes is open to all alumni, faculty, and staff at CSSW, regardless of whether they teach with the Online Campus.…”

Section: Contextmentioning

confidence: 99%

Building Skills and Building Community Through Ongoing Virtual Professional Development

Marquart,

Segal,

Levine

et al. 2024

Int. J. Adv. Corp. Learn.

View full text Add to dashboard Cite

This article shares a case study of an award-winning faculty and staff training series. During AY2018–19, the Columbia University School of Social Work (CSSW) Online Campus launched a five-session virtual Annual Online Faculty Development Series, which recently completed its fifth year. Each year, the series includes five highly interactive 2-hour synchronous sessions. The sessions serve as a forum to share CSSW and Online Campus news and updates, build community, get to know CSSW deans and directors via guest visits, demonstrate and discuss best practices for online teaching, update the community on recent technology developments, and learn from guest presentations about innovations in online education and the field of social work.

show abstract

“…Online instruction requires learning new technologies (Clarke, 2013) and new pedagogical practices such as incorporating teaching, social, and cognitive presence in the online classroom (Bentley et al, 2015). To be effective, social work instructors must develop new ways of teaching when engaging students online (Creswell Báez et al, 2019;Schmidt et al, 2016) and this requires a reexamination of longstanding teaching efforts. Even the familiar routine of grading and delivering feedback needs to be reconsidered when moving from on-the-ground to online education.…”

Section: Programmentioning

confidence: 99%