The Current Status of Social Work Online and Distance Education

Kurzman, Paul A.

doi:10.1080/08841233.2019.1660117

Cited by 32 publications

(25 citation statements)

References 5 publications

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“…Nonetheless, an emerging body of research supports the effectiveness of remote/online educational methods on practice-based learning outcomes, if the course is thoughtfully designed and well-executed. (Cummings et al 2013 , Hamilton 2017 ; Kurzman 2013 , 2019 ; Petracchi et al 2005 ; Regan 2016 ). Findings from this study indicated that most students were receptive to technology-based simulations, and at least some acknowledged the potential of applying what they learned during simulations within practice settings to improve access to marginalized communities.…”

Section: Discussionmentioning

confidence: 99%

A Pilot Study of Peer-to-Peer SBIRT Simulation as a Clinical Telehealth Training Tool During COVID-19

et al. 2021

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Screening, Brief Intervention and Referral to Treatment (SBIRT), is an evidence-based approach to screening and early intervention for those at risk of substance use disorders. With the ongoing health concerns related to COVID-19, there is an increased need for social workers who can competently deliver evidence-based interventions, such as SBIRT, via telehealth. Due to the COVID-19 pandemic, traditional SBIRT training approaches using face-to-face (FTF) instruction and FTF simulated practice may not be a safe or feasible way to develop students’ SBIRT- related skills. This study explores 35 social work graduate students’ experiences of learning SBIRT skills in a remote learning format and subsequently delivering a SBIRT intervention to a live “client” via a peer-to-peer simulated telehealth session. Overall, students reported that the shift from FTF to remote learning made learning SBIRT skills difficult, and that providing brief intervention and referral was the most difficult step of the simulated SBIRT telehealth intervention. Qualitative feedback indicates that overall, students found the simulated telehealth sessions a valuable learning experience, but also reported that richer educational experiences would have resulted from additional practice opportunities and real time feedback. Implications for future research, simulation-based education and clinical practice are discussed.

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Section: Discussionmentioning

confidence: 99%

A Pilot Study of Peer-to-Peer SBIRT Simulation as a Clinical Telehealth Training Tool During COVID-19

et al. 2021

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“…Fan et. al., 2020;Kurzman, 2019), limited familiarity and access as well as the absence of intimacy characterized the online learning environment as a factor impacting participants' experience. Similarly, in agreement with previous research (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…al., 2019;Schmidt et. al., 2013) and in social work in particular (Kurzman, 2019;Ouellette & Westhuis, 2008). Limited literature, focused mostly on medical education (Lim et.…”

Section: Introductionmentioning

confidence: 99%

Teaching And Learning In A Time Of Corona: A Social Work Experience

Berger

2020

Preprint

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Preliminary results of a qualitative study of the lived experience of teaching and learning during the Covid-19 pandemic are presented. An instructor, a program director and five doctoral students in different stages of their coursework and dissertation proposal development, wrote a reflective journal. Participants varied in their levels of familiarity with technology-assisted education, personal backgrounds and circumstances including work, family and caring for sick relatives responsibilities. Participants’ journals documenting their reactions, struggles and coping since the abrupt move of the university from face to face to online classes were content analyzed. The analysis was co-conducted by all participants to identify themes and generate understanding of the experience. Two main themes emerged from the analysis: A developmental process of participants’ reactions, perceptions and meaning making of the experience and factors that shaped it. Lessons learned are discussed and recommendations for professional education and directions for future research are suggested.

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“…If this is true for OTG classrooms, it should not be overlooked in online classrooms and may reflect the concerns held by our participants. Additionally, online learning privileges students who are well-organized, highly skilled, and selfmotivated, potentially limiting the benefit for others (Kurzman, 2019;Spitz, 2019). Consequently, online modalities may not be ideal for all types of learners.…”

Section: Educator Perceptions Of Student Learningmentioning

confidence: 99%

“…Faculty in Quadrant One have mostly made peace with not being the 'sage on the stage' but rather the 'guide on the side' (Kurzman, 2019, p. 289). Several educators expressed that online versus OTG was not a good versus bad proposition, but just a different paradigm, as expressed by Kurzman (2019). Sometimes they reminded themselves to assess success based on student achievement, even with less personal satisfaction.…”

Section: Instructor Factors: Personal Satisfaction and Connection Witmentioning

confidence: 99%

Transitioning to online teaching: a phenomenological analysis of social work educator perspectives

McCarthy

Glassburn

Dennis

2021

Social Work Education

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The Current Status of Social Work Online and Distance Education

Cited by 32 publications

References 5 publications

A Pilot Study of Peer-to-Peer SBIRT Simulation as a Clinical Telehealth Training Tool During COVID-19

A Pilot Study of Peer-to-Peer SBIRT Simulation as a Clinical Telehealth Training Tool During COVID-19

Teaching And Learning In A Time Of Corona: A Social Work Experience

Transitioning to online teaching: a phenomenological analysis of social work educator perspectives

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