Real Voices from an Online DSW Program: A Student Perspective of a Supportive, Learning Community REBECCA COLEMAN, CINDY LOCKLEAR, SARAH MIGAS, RETCHENDA.

Real Voices from an Online DSW Program: A Student Perspective of a Supportive, Learning Community

R E B E C C A C O L E M A N , C I N D Y L O C K L E A R , S A R A H M I G A S ,R E T C H E N D A G E O R G E - B E T T I S W O R T H , J A N E T V I Z I N A - R O U B A LD S W P R O G R A M , S T C AT H E R I N E U N I V E R S I T Y - U N I V E R S I T Y O F S T T H O M A S

S O C I A L W O R K D I S TA N C E E D U C AT I O N C O N F E R E N C EI N D I A N A P O L I S , I N - A P R I L 1 6 , 2 0 1 5

Welcome The real voices from an online DSW Program.

Learning Objectives

1. Identify the importance of an on-site orientation and residency program to the development of virtual holding community

2. Describe the evolution of a virtual holding community as students transitioned from real time presence in a classroom to an online learning environment

Virtual Holding Community

Supportive Learning

Community

Fletcher, Comer & Dunlap, 2014

Supportive Learning Community

Real Time Social Presence

Fletcher, Comer & Dunlap, 2014; Tu& McIsaac, 2002

Onsite First, Online Second


Orientation + First Course = Residency Year 1


• Getting-to-know car ride• Formal and informal time • Vision and goals creation• Roundtable discussion • Technology demos and practice

Orientation

Real Time Social PresenceFirst F2F Course = Residency Year 1

Supportive Learning Communities Engagement: Moving from Real Time Social Presence to Online Social Presence

Payne and Johnson, 2005

Online Social Presence

1. Minimal interaction with my professors.

2. Won’t get to know my classmates.

3. Online = not legitmate or challenging

4. No face-to-face class time.

1. Interaction with professors is weekly and personal.

2. Developed a strong bond with classsmates during residency and face-to-face classes.

3. Course work is more challenging and relevant.

4. Face-to-Face classes every other week.


Why do students select online program?

Balance

• a state in which different things occur in equal or proper amounts or have an equal or proper amount of importance

Balance. (n.d.). Merriam-Webster Online. In Merriam-Webster. Retireved April 14, 2015, from http://www.merriam-webster.com/dictionary/balance



How do students create balance

in an online program?

S is for Sanity!

Set Time Aside Say No! Small breaks Smile Set Expectations (boundaries) Space Support Say it if you need it….HELP! Study Buddy!


If you find yourself slightly off balance…

there is a light at the end of the tunnel…



Staying Connected

‘Til We Meet Again . . .

Can a supportive learning community exist in

cyberspace?

References

Ayala, J. S. (2009). Blended learning as a new approach to social work education. Journal of Social Work Education, 45(2), 277-288.

Fletcher, K. L., Comer, S. D., & Dunlap, A. (2014). Getting connected: The virtual holding environment.

Psychoanalytic Social Work, 21(1), 90-106. Larsen, A. K., Visser-Rotgans, R., & Hole, G. O. (2011). Teaching and learning community work online:

Can e-learning promote competences for future practice? Journal of Technology in Human Services, 29(1), 13-32.

Neuman, K. (2006). Using distance education to connect diverse communities, colleges, and students. The Journal of Baccalaureate Social Work, 11(2), 16-27.

Tu, C., & McIsaac, M. S. (2002). The relationship of social presence and interaction in online classes.

American Journal of Distance Education, 16(3), 131-150.

Real Voices from an Online DSW Program: A Student Perspective of a Supportive, Learning Community REBECCA COLEMAN, CINDY LOCKLEAR, SARAH MIGAS, RETCHENDA.

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