Operationalizing the Implicit Curriculum in MSW Distance Education Programs

Abstract

Sixteen MSW distance programs provided insight into how the implicit curriculum currently exists within their programs. Overall, distance programs carried out the activities necessary for student development; the student population made for a more diverse learning community; and faculty were receiving training. There was still a heavy reliance on making contact with students using nonvirtual space. In fact, distance programs might not be taking full advantage of how technology can support virtual contact. There also seemed to be an absence of findings that distance programs are using technology to bring the explicit content in through various media. Throughout the discussion, suggestions are provided for using technology to facilitate the manifestation of the implicit curriculum throughout the distance program.In 2008 the Council on Social Work Education (CSWE) put forth a new set of Educational Policy and Accreditation Standards (EPAS). In these standards, CSWE explicated the need for academic programs offering a bachelor's and/or master's in social work to consider the implicit curriculum and how it contributes to the professionalization of students. In short, EPAS 2008 states that the implicit curriculum "refers to the educational environment in which the explicit curriculum [the content of our classes] is presented" (CSWE, 2008, p. 10). In other words, implicit curriculum refers to the learning or educational environment in which our BSW and MSW students learn and participate. Therefore, the implicit curriculum is operationalized in the programs' commitment to diversity, student development (admissions, advisement, retention and termination, and student participation), faculty, administrative structure, and the resources for creating, maintaining, and improving educational environments for developing practitioners (CSWE, 2008).Taking social work courses on campus allows students to be immersed physically in the programs' implicit curriculum. They can walk the halls, visit with faculty in person, meet on campus with their peers, have access to the library, and attend faculty or student meetings. Students who participate in full degree programs using distance technologies, however, do so in a different learning environment, often a distance from the main campus. Regardless of this distance, the learning environment that is a function of distance technologies should exist within the same

Challenges of accrediting distance education allied health programs with clinical components

“…Clinical skills competencies must be maintained in order for faculty to be prepared to teach DE courses with clinical components (Annabell, 2007;Kurtz, Mahoney, Likicker, 2009). Technological advances have made it possible for faculty to work with their students synchronously and asynchronously, just as if they were standing beside them in a clinical setting (Lindsay, Naidu, & Good, 2007;Quinn & Barth, 2014 (Rosenbloom, 2011). Likewise, the DE faculty should be provided with the resources to participate in such training, just as a FTF faculty member would (Eaton, 1999).…”

“…Providing DE opportunities can be advantageous for institutions of higher education not only because these schools are able to offer their programs to students in remote geographical locations, but also because DE can result in an increase diversity by including students, faculty and guest speakers with a wide variety of ethnic, lifestyle and socio-economic backgrounds to coursework in ways that were previously not otherwise possible (Quinn & Barth, 2014 (Gallagher & Garrett, 2013). Distance education is simply more accessible and more sustainable than traditional classroom practices and, as such, is touted as the way of the future for providing higher education.…”

“…As suggested by Quinn and Barth (2014), one key to being a good participant in DE today is to fully understand the technology that is being presented and to be able to assist those involved to use it to its full potential. Students must understand from the beginning that, although the information is provided to them, they must take the initiative to devote time and effort to study the materials and stay in contact with their instructors, especially if they do not understand what is being taught.…”

“…The introduction of video conferencing, virtual presentation, and even online course tools such as science labs, virtual anatomy labs and real-time participation in hands-on experimentation with other students in a course from around the world has made it possible for students to participate in any kind of educational activity at any time virtually in the same way that they would be if they were standing nearby their instructor and classmates (Lindsay, Naidu, & Good, 2007). Quinn and Barth (2014) suggested that programs should use synchronous technology to maintain face-toface contact with their students and clinical preceptors at sites where students are performing hands-on components of their educational program. Students should be able to arrange virtual tours of their clinical facility.…”

“…According to Quinn & Barth (2014), is important for students to fully understand the technology used to present the information so that they can use that what they are learning to the fullest potential. This could take the form of a simple orientation to possibly even offering practice courses to familiarize the students with the environment in which they will soon be immersed.…”