E-Learning and Social Work Education during COVID-19

Gad, Salah

doi:10.1007/s11115-022-00613-0

Cited by 4 publications

(2 citation statements)

References 34 publications

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“…Despite the insights provided, this study is not without limitations. First, as the current study did not employ a control group, it is not feasible for us to conclude that students' educators and practitioners (Gad, 2023;Kirkpatrick & Kirkpatrick, 2016).…”

Section: Discussionmentioning

confidence: 93%

Evaluation of an Electronic Service-Learning Course Utilizing Regular and Intensive Delivery Modes: The Hong Kong Experience

Zhu,

Wu,

Zhang

et al. 2023

Research on Social Work Practice

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Purpose: This paper evaluated an electronic service-learning (e-SL) course utilizing regular and intensive delivery modes offered to undergraduate students in the 2020–2021 academic year. Methods: We collected pretest–posttest data ( N = 130) and students’ subjective evaluations of the course ( N = 148) and the services they had provided ( N = 160). Results: Students showed significant positive changes in both e-SL modes on positive youth development attributes, service leadership qualities, and life satisfaction, with greater changes among students taking the intensive mode. Students’ views towards the e-SL course and the services they provided were positive, and students in the two e-SL modes did not differ significantly in their subjective evaluations. In addition, students’ changes in outcome measures were positively associated with their subjective evaluations. Conclusions: The study provides additional support for the potential effectiveness of e-SL and suggests the promising application of intensive mode in implementing e-SL projects.

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Section: Discussionmentioning

confidence: 93%

Evaluation of an Electronic Service-Learning Course Utilizing Regular and Intensive Delivery Modes: The Hong Kong Experience

Zhu,

Wu,

Zhang

et al. 2023

Research on Social Work Practice

View full text Add to dashboard Cite

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“…The authors have also discussed the practice of creating an online discussion board to promote cross-cultural social work practice. Gad (2022) reports on research regarding e-learning for social work students in the Middle East. The focus was on students' experiences with e-learning, and the findings include a proposed conceptual model of e-learning in social work education.…”

Section: Online Social Work Education In Indiamentioning

confidence: 99%

Online learning experiences of social work students in India

Krishnan,

Joseph

2023

Journal of Social Work

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Summary Ever since the pandemic first broke out in 2020, there has been a swift shift from offline to online mode of education. The present study is aimed at examining the online learning experience among a sample of social work students in India (n = 202) in order to understand the crucial factors that can help improve their learning experience and so that they become effective social workers in the future. Findings The results have highlighted several independent factors such as the mode of connecting to the internet, number of hours of online classes per day, type of field work, rural/urban location of the students, and hours of sleep, among other variables, that are significantly associated with important indicators of the online learning experience of students. Applications The results point to the urgent need to reduce the number of hours of online classes, educate students on the importance of sleep, improve internet accessibility along affordability of learning tools such as laptops, especially for those residing in rural areas, and promote classroom discussion during online classes, so as to improve the online learning experience of social work students in India and to produce effective social work practitioners.

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Effectiveness of an LGBTQ+ E-Learning Module for Social Workers: A Randomized Controlled Trial

Schaub,

Keemink,

Stander

et al. 2023

Research on Social Work Practice

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Purpose: To evaluate the effectiveness of an e-learning training module for improving children's social workers’ knowledge of, and attitudes toward, LGBTQ+ young people. Methods: A pragmatic randomized, CONSORT-compliant controlled trial to compare an intervention group ( N = 304) with a business-as-usual comparison group ( N = 310). After attrition, the analysis included 188 (intervention) and 278 (comparison) participants. The main outcome measures were the Heteronormative Attitudes and Beliefs Scale and a perceived LGBTQ+ knowledge measure, controlling for several covariates. Results: A significant effect of intervention on both outcome measures, using several rigorous analysis approaches and missing data imputation methods. Participants who undertook the training decreased their heteronormative attitudes and beliefs and increased their perceived LGBTQ+ knowledge compared to business as usual. Conclusion: This study demonstrates the effectiveness of an e-learning training intervention in improving knowledge of, and attitudes toward, LGBTQ+ young people. Implications for research, practice, and policy are outlined.

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E-Learning and Social Work Education during COVID-19

Cited by 4 publications

References 34 publications

Evaluation of an Electronic Service-Learning Course Utilizing Regular and Intensive Delivery Modes: The Hong Kong Experience

Evaluation of an Electronic Service-Learning Course Utilizing Regular and Intensive Delivery Modes: The Hong Kong Experience

Online learning experiences of social work students in India

Effectiveness of an LGBTQ+ E-Learning Module for Social Workers: A Randomized Controlled Trial

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