There are no problems to be solved, only inquiries to be made, in social work education

Plowright, David; Watkins, Mary

doi:10.1080/1470329042000208701

Cited by 34 publications

(24 citation statements)

References 9 publications

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“…Difficulties with group work are not unique to this module; other studies have identified the problems students have in coping with group dynamics when collaborative learning is employed (e.g. Plowright & Watkins, 2004). These difficulties regularly surfaced in responses to an open-ended question at the end of the questionnaire, when students suggested that we "change amount of group work; it can be hard to meet with your group and it affects your mark", or "get rid of group work".…”

Section: Discussionmentioning

confidence: 99%

Teaching for Better Learning: A Blended Learning Pilot Project with First-Year Geography Undergraduates

Moore

Gilmartin

2010

Journal of Geography in Higher Education

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Internationally, recognition is growing that the transition between post-primary and higher education is raising a number of challenges for both students and educators. Simultaneously with growing class sizes, resources have become more constrained and there is a new set of expectations from the "net generation" (Mohanna, 2007, p. 211) The use of e-learning in medical education, Postgraduate Medical Journal, 83, p. 211). Within this transforming context, modes of instruction that cater for different paces of learning and learning styles by combining traditional and electronic media have become increasingly important. This paper discusses the transformation of an introductory human geography module at University College Dublin using a blended learning approach that extends beyond the media used to incorporate all aspects of, and inputs into, the learning process. Our experience highlights how blended learning can aid the achievement of a range of objectives in relation to student engagement and the promotion of deeper learning. However, blended learning is not a quick-fix solution to all issues relating to new university students and our analysis draws out a more complex relationship than anticipated between blended learning and student retention that will require further examination.

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Section: Discussionmentioning

confidence: 99%

Teaching for Better Learning: A Blended Learning Pilot Project with First-Year Geography Undergraduates

Moore

Gilmartin

2010

Journal of Geography in Higher Education

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“…They cite Briner (1999) regarding the more recent philosophical connection to post-modern constructivist philosophy, which has some advocates for use in social work (Greene and Lee, 2002). Plowright and Watkins (2004) use the term inquiry-based learning instead of problem-based learning, and they cite several benefits of the approach. These benefits include more effective learning, developing knowledge within a context, and developing transferable skills.…”

Section: Introduction and Literature Reviewmentioning

confidence: 98%

“…He also concludes that problem-based learning is superior to the case method because it increases motivation for learning and it helps students learn to structure knowledge and to develop self-directed learning skills. Lam (2004) documents the use of problem-based learning in fields as diverse as architecture and zoology, engineering and psychotherapy, but its use in social work education appears limited: A search of the EBSCO Host Academic Elite electronic data base using problem based, learning, and social work as the search terms in default fields turned up only six articles, and those articles all referred to use of problem-based learning within remnants of the British empire: two in England, one in Scotland, one in Canada, one in Australia, and one in Hong Kong (Braye et al, 2003;Gibbons and Gray, 2002;Lam, 2004;Plowright and Watkins, 2004;Solomon, Salvatori, and Guenter, 2003;West and Watson, 2000).…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Evaluation of Problem-Based Learning as a Method for Teaching Social Work Administration: A Content Analysis

Mssw

Msw

2008

Administration in Social Work

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A social work administration class that used a problem-based learning approach was evaluated using text analysis of students' reflection papers. In the class project, students worked with a group of individuals who don't have homes to develop a formal organization. The text analysis yielded seven themes related to student learning: ethics, administration concepts, myself, application versus theory, structure, difficult details, and internal conflict.

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“…PBL has been so successful in medical study that is has been incorporated into the training of other professions like architecture, business, law, engineering, forestry, human resource management, police science/criminal justice, social work, sociology, education, and library science (Baker 1999;Camp 1996;Dimitroff et al 1998;Edens 2000;Hughes, Sears, and Clark 1998;Marshall et al 1993;Plowright and Watkins 2004;Reynolds 2006). Academic librarians reading this article will recognize the overlap between the PBL learning process and the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (2000), so it should come as no surprise that students in PBL programs use the library significantly more frequently, use better sources, and demonstrate a much closer and more positive relationship with the library and with library research than traditionally educated students (Albanese and Mitchell 1993;Blake 1994;Dodd 2007;Donner and Bickley 1993;Eldridge 1993;Rankin 1992;Saunders, Northup, and Mennin 1985).…”

Section: Problem-based and Project-oriented Learningmentioning

confidence: 95%

“…The goal of medical PBL was to equip students with the necessary knowledge base, problem-solving skills, and self-directed learning skills to become competent physicians (Barrows 1996;Caplow et al 1997). The PBL process consists of five steps performed by learning groups: (1) encountering a problem, (2) determining what learning and kinds of resources are necessary to solve the problem, (3) identifying specific resources and how best to utilize them in learning, (4) using the resources and reporting learning to the group, and (5) assessing progress in learning (Plowright and Watkins 2004;Caplow et al 1997;Norman and Schmidt 1992;Savery and Duffy 1995).…”

Section: Problem-based and Project-oriented Learningmentioning

confidence: 99%

“Google Reigns Triumphant”?: Stemming the Tide of Googlitis via Collaborative, Situated Information Literacy Instruction

Leibiger

2011

Behavioral & Social Sciences Librarian

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Googlitis, the overreliance on search engines for research and the resulting development of poor searching skills, is a recognized problem among today's students. Google is not an effective research tool because, in addition to encouraging keyword searching at the expense of more powerful subject searching, it only accesses the Surface Web and is driven by advertising. American higher education unwittingly fosters the use of search engines in research by emphasizing results rather than process. Academic librarians emulate teaching faculty in their reliance on lectures, and their course-related instruction is limited in its effectiveness because it is constrained to one-shot, lecture-driven sessions. A more effective way to teach research is to collaborate with faculty via problembased and project-oriented learning tasks that incorporate authentic discipline-specific information finding and critical thinking into assignments. I thank the following individuals for their contributions to the writing and revision of this article: my faculty colleagues in the University of South Dakota's University Libraries, with whom I have engaged in discussions of situated teaching and learning in my capacity as Information Literacy Coordinator, especially my instructional colleague, Prof. Alan Aldrich; Prof. Bruce Kelley of the University of South Dakota's Center for Teaching and Learning, who has provided me with a forum for teaching about situated learning of IL skills in which I have received valuable feedback on my workshops and assignments; Michelle Rogge Gannon and the participants in the Dakota Writing Project who critiqued my situated IL assignments during the summer workshops of 2010 and 2011; Freshman English Composition teaching assistants Virginia Haines and Dan Schweitzer, who experimented with situated learning assignments in their courses as a result of my teaching in the Dakota Writing Project; and two anonymous reviewers who provided valuable concrete suggestions for improving this article. All inaccuracies and errors are, of course, my responsibility.

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There are no problems to be solved, only inquiries to be made, in social work education

Cited by 34 publications

References 9 publications

Teaching for Better Learning: A Blended Learning Pilot Project with First-Year Geography Undergraduates

Teaching for Better Learning: A Blended Learning Pilot Project with First-Year Geography Undergraduates

Evaluation of Problem-Based Learning as a Method for Teaching Social Work Administration: A Content Analysis

“Google Reigns Triumphant”?: Stemming the Tide of Googlitis via Collaborative, Situated Information Literacy Instruction

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