Web-Based Degree: Connecting Social Work Education and Clinical Practice Council on Social Work Education 58 th Annual Program Meeting Rhonda G. Patrick, LCSW, MPA University of Houston Graduate College of Social Work
Web-Based Degree: Connecting Social Work Education and Clinical Practice Council on Social Work Education 58 th Annual Program Meeting Rhonda G. Patrick,
Mar 26, 2015
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Web-Based Degree: Connecting Social Work Education and Clinical Practice
Council on Social Work Education58th Annual Program Meeting
Web-Based Degree: Connecting Social Work Education and Clinical Practice
Council on Social Work Education58th Annual Program Meeting
Rhonda G. Patrick, LCSW, MPA
University of Houston
Graduate College of Social Work
Rhonda G. Patrick, LCSW, MPA
University of Houston
Graduate College of Social Work
Agenda Introductions
Background: FDIP Project
Background: Web-Based Education
Background: Designing Web-Based Learning Environments
Planning
Conceptualization
Creation
Implementation
Assessment
Implications and Recommendations
The ProjectUniversity of Houston wanting to increase number of hybrid/online courses
Expansion of Master Social Work program in US (14 currently-over 30 coming online in next 3yrs)- Pushed by USC program coming online
Submission of FDIP Grant to develop four courses in Fall 2011, Second for six additional courses in Fall 2012.
Courses-Fall 2011
Foundation Practice Skills Lab- Clinical
Administrative Practice- Macro
DSM-IV Assessment- Clinical
Transtheortical Social Work Practice- Clinical
Child Abuse and Neglect (Dropped)
Web Based Learning: What is It?
Technology Enhanced
Blended/Hybrid
Online
Face to Face (F2F)
30% of all college students take at least one online class.
77% of college presidents report that their institutions now offer online courses.
89% of four-year public colleges and universities offer online classes.
75% of Universities report that the economic downturn has increased demand for online courses.
57% of recent college graduates say when they were in college they used a laptop, smartphone or tablet computer in class at least sometime.
Among college graduates who have taken a class online, 15% have earned a degree entirely online.
The Enrollment Picture
Overall Enrollment
A Growing Proportion
Online is Everywhere
Students are Satisfied
• Only 3% disagree “Students at least as satisfied”
• True for all types and sizes of institutions
Student Satisfaction
It Is Flexibility for Online
Why Faculty Teach Online
NASULGC-Sloan National Commission on Online LearningNASULGC-Sloan National Commission on Online Learning
Some Concern on Interactions
Access Issues Drive Online
Online education is strategically important for my institution to:
Not ImportantSomewhat Important Important Very Important
Increase student access 1.4% 8.2% 28.8% 61.6%
Attract students from outside the traditional
service area5.5% 6.9% 30.9% 56.7%
Grow continuing and/or professional education
4.1% 8.2% 32.9% 54.8%
Increase rate of degree completion
5.0% 22.4% 38.8% 33.8%
The top two reasons for
introducing online education are
related to student access and
expanding service area
Online Taught by All Types of Faculty
Faculty and Chief Academic Officers Differ
Pushing Too Hard?
17
17
It’s the Administrators’ Fault
18
A Difference of Opinion
Faculty Concern on For-Profits
Faculty don’t accept online
Majority of institutions say their faculty do not accept online. There has been no improvement over time:
Faculty Accept Online?
What Informs Web Based Education?Research
General Distance Education Research
General Online Education Research
Social Work Specific Research
Experience
Other Disciplines
Other Social Work Programs
Individuals
What Should Inform Web Based Education?
Patricia M. Reeves and Thomas C. Reeves
(2008). Design considerations for online learning in health and social work education.
Planning
Administrative Issues
Faculty Issues
Students Issues
Who is our student?
Program Considerations
Accreditation
How vs What
StudentsHow Students Are LearningWhat Technology Students Are Using
Planning
Technology Infrastructure
University
User End
Accessing University Resources
Instructional Design Staff
Faculty Development Courses
Conceptualization
Pedagogy
F2F to Hybrid
Hybrid to Online
Technology Enhanced Courses
• Nearly 64% of faculty said it takes “somewhat more” or “a lot more” effort to teach online compared to a face-to-face.
• Over 85% of the faculty with online course development experience said it takes “somewhat more” or “a lot more” effort.
• 32% of institutions think that more time and effort is a significant barrier to wide adoption of online
Model of Learning
Simonson, M., Smaldina, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education 5th Edition. Pearson, Boston, MA.
Model of Learning: Community of Inquiry
Video Resource:Social Presence
Cognitive PresenceTeaching PresenceLearner Presence
Online Learning Enviroment
Rovai, A.P., Ponton, M.K., & Baker, J.D. (2008). Distance Learning in Higher Education. Teachers College Columbia University: New York.
ConceptualizationPlanning Tools
Blended Learning Tool Kit
Course Blue Print
Learning Guides
Story Boards
Checklists
Other Tools
Unit
Module 1
Module 2
Module 3
Module 4
Module 5
Concept 1
Concept 2Concept 3
Concept 15
Rovai, A.P., Ponton, M.K., & Baker, J.D. (2008). Distance Learning in Higher Education. Teachers College Columbia University: New York.
• http://topr.online.ucf.edu • 30+ published strategies relevant to online
and blended courses• New strategies added/updated regularly• Categorized by Content, Interaction, or
Assessment• Get ideas for your blended course design!
Creation
Who is doing the work?
Internal
Third Party Developers
Do we need to BETA test?
Synchronous vs. Asynchronous
Smooth Synchronous SolutionsHelps learners feel more connected to each other
Helps learners feel more supported
Enhances learner retention
Prompt feedback beneficial to learning
Spontaneous interactions can clarify ideas or issues
Increases social presence among participants
Instant gratification, no wait time for replies
Students do not feel isolated
Provides a more structured time element (motivates students)
Multiple media addresses different learning styles
CreationWhat technology will we use and how will we use it?
Course Management System (BB, Sakai, Moodle)
Courseware (Publishers)
Public Domain (YouTube, Flickr, Slideshare)
Other Technology Tools
Web Based vs. Mobile Applications
Social Media (Facebook, Twitter, LinkedIn)
Implementation
Student Issues
Student Choice
Orientation
Assessing Fit
Retention
Success- Building in tools to facilitate
Implementation
Faculty Issues
Mentoring, Facilitating, Teaching
Adjunct vs. Faculty
What if no one wants to teach online?
Adjunct Profile
• 48% of instructional faculty at degree-granting institutions are adjunct
(National Center for Education Statistics, 2008)
Online Faculty Profile: Large Online Programs
Average Years College Teaching:6.82 years (range 1-45)
Average Years Teaching ONLINE:3.98 years (range 0-20)
Online Faculty Profile
Professional Adjuncts
Faculty as entrepreneurs:
Bedford, L. (2009). The professional adjunct: An emerging trend in online instruction. Online Journal of Distance Learning Administration, 8 (3).
• 2 to 4 simultaneous institutions
• Supplemented with independent contracts
• Long-term relationships with universities
• Fair compensation package
• Increased reliance on professional organizations
Ways to encourage faculty participation
• Frame in terms of student need and the need to reach new students.
• Stress commitment to quality• Stress increased flexibility• Stress the use of new technological tools and how these can be brought back into the classroom to enhance classroom instruction
• Provide appropriate technical and designer support
Assessment
Issues with Quality
SLOAN Scorecard
Harder to evaluate?
82% of institutions say it is no harder to evaluate online courses
But Assessment Still Remains an Issue
46
46
Assessment, Differing Views
47
47
Assessment
Using CMS Analytics
Importance of tracking user activity
Attendance
Reminders
Engagement
Retention
3 Types of Analytics
Time based (when students access the course)- Analytics can influence improvements in content availability, assignment due dates, webinars, virtual office hours, etc.
Individual assignments/content (how often a student “hits” an assignment/content)- Track how often student(s) view a content item (document, video, podcast, webinar archive, etc.)
Discussion Board (how/when are students active in discussion boards)- create a discussion that remains a “fluid” conversation over the week(s)
Assessment
Students Assessments
Course Specific (Technical)
Competency Specific
Academic Dishonesty
Implication and Recommendations
Ongoing Course Evolution
Technology Enhancements
Barriers and Facilitators
User End Issues
What Users Want
What Users Have
Faculty Issues
Related Documents
