Introducing Students to Computer-Based Group Work Practice

Social Workers' Experiences of Virtual Psychotherapeutic Caregivers Groups for Alzheimer's, Parkinson's, Stroke, Frontotemporal Dementia, and Traumatic Brain Injury

“…Students and new graduates are likely more computer savvy than social workers who graduated before the advent of widespread technology (Abell & Galinsky, 2002); however, both groups would be better equipped to transition to virtual online psychotherapeutic groups with reliable theoretical and practice models and skills that support the application of clinical group interventions with the computer interventions. Yet there exist few systematic evaluations or evidence-based virtual psychotherapeutic social work group interventions that have also taken into consideration the direct experiences of the practitioners.…”

Experiential Learning and Learning Environments: The Case of Active Listening Skills

“…However, because EL is supported by handson practice frameworks such as active learning (Chickering & Gamson, 1999) and reflective thinking (Dewey, 1998), it seems plausible to construct VLEs that incorporate EL (i.e., Abell & Galinsky, 2002;Cummins, Sevel, & Ped rick, 2006;McCarty & Clancy, 2002). Where as research suggesting success from EL is still in the early stages of development, initial findings from that perspective suggest its plausibility (Rocha, 2000).…”

Moving from Flipcharts to the Flipped Classroom: Using Technology Driven Teaching Methods to Promote Active Learning in Foundation and Advanced Masters Social Work Courses

“…Only a few studies have examined the use of technology in the classroom to promote active student engagement by increasing interaction between students and between an instructor and students. The use of technology has been shown to promote social work students' learning, increasing their comfort about technology and using computers, clarifying communication, enabling higher course satisfaction, and facilitating student collaboration in completing writing assignments (Abell and Galinsky 2002;Allwardt 2011;Frey et al 2003, Wolfson et al 2005. However, research has also suggested that some social work students have difficulties with online group processes and that web-assisted strategies (e.g., using email, the online posting of lecture notes, and the provision of feedback regarding assignments online) did not facilitate communication among students via online group discussion (Abell and Galinsky 2002;Frey et al 2003).…”