Distance Education in Social Work: An Evaluation of an Undergraduate Course on Family Violence

Article deposited according to the Sciedu Press policy for the International Journal of Higher Education: http://ccsenet.org/web/images/stories/myfiles/ PaperSubmissionGuide-CCSE.pdf. April 21, 2012.YesFunding provided by the Open Access Authors Fund

The Experiences of Adult Education Instructors Adapting to the Online Teaching and Learning Environment

This case study tracks the narrative journey of four faculty women as they discovered ways to handle the transitional experience of moving from face-to-face classroom teaching into an online asynchronous adult learning environment. It is the intention of the study that, by documenting the experiences of these faculty, we will be able to provide recommendations that will assist and support other faculty beginning to teach in an online environment

Control of the learning process in distance education

Bibliography: p. 138-144

Distance Education in Social Work: An Evaluation of an Undergraduate Course on Family Violence

Article deposited according to the Sciedu Press policy for the International Journal of Higher Education: http://ccsenet.org/web/images/stories/myfiles/ PaperSubmissionGuide-CCSE.pdf. April 21, 2012.YesFunding provided by the Open Access Authors Fund

A Training program in interviewing for student nurses

Bibliography: p. 167-170

Faculty Perspectives in the Transition to Online Teaching

This study explores the experiences of faculty new to distance learning across two faculties within a mid-sized Canadian university. An interview and thematic analysis methodology produced results that identified six themes critical in the transition to online teaching. These include: instructors’ affect, organizational culture and context, multi- focused supports, time, instructor role identity, and coping strategies. The paper concludes with recommendations for the development of a national distance education framework for instructors transitioning from face-to-face to online teaching in Canadian colleges and universities. This study explores the experiences of faculty new to distance learning across two faculties within a mid-sized Canadian university. An interview and thematic analysis methodology produced results that identified six themes critical in the transition to online teaching. These include: instructors’ affect, organizational culture and context, multi- focused supports, time, instructor role identity, and coping strategies. The paper concludes with recommendations for the development of a national distance education framework for instructors transitioning from face-to-face to online teaching in Canadian colleges and universities

RESTRUCTURING SOCIAL WORK FIELD EDUCATION IN 21ST CENTURY CANADA : From Crisis Management to Sustainability

Social work field education in Canada is in a state of crisis. For over two decades field education has faced increasing challenges and barriers within neoliberal contexts in higher education and the health and social services sector. These challenges have been magnified by an unprecedented growth in social work education programs and student enrolments, which has increased demand for field placements to an unsustainable level. Although some strategies for restructuring social work field education have been developed, to date little work has been done to formally identify, evaluate, and share information about these strategies across Canadian social work education programs. This article explores the current state of crisis from a solution-focused lens and describes three inter-related strategies to address critical problems with current models, practices, and processes. The strategies are presented as a Sustainability Model for Field Education. The results of a two-year study that sought to identify alternative delivery mechanisms for social work field education and promote sharing of information across social work education programs are discussed. A key recommendation is to restructure and move away from a crisis management approach by implementing strategies for enhancing the sustainability of field education.La formation en service social au Canada est en crise. Depuis plus de deux décennies, l’éducation sur le terrain se heurte à des défis et des obstacles croissants dans les contextes néolibéraux de l’enseignement supérieur et du secteur de la santé et des services sociaux. Ces difficultés ont été amplifiées par une croissance sans précédent des programmes de formation en travail social et des inscriptions d’étudiants, ce qui a fait croître la demande de stages pratiques à un rythme difficilement envisageable. Bien que certaines stratégies de restructuration de l’éducation en service social aient été élaborées, peu de travail a été fait jusqu’à présent pour recenser, évaluer et partager officiellement l’information sur ces stratégies dans les programmes canadiens de formation en travail social. Cet article explore l’état actuel de la situation de crise à partir d’une perspective axée sur les solutions et décrit trois stratégies interreliées pour aborder les problèmes critiques des modèles, pratiques et des processus qui sont actuellement utilisés. Les stratégies sont présentées comme un modèle de durabilité pour l’éducation sur le terrain. Les résultats d’une étude de deux ans qui visait à déterminer d’autres mécanismes de prestation de la formation en service social et à promouvoir le partage de l’information entre les programmes de formation en service social sont examinés. Une recommandation clé est de restructurer le domaine et de s’éloigner d’une approche de gestion de crise en mettant en oeuvre des stratégies visant à améliorer la pérennité de l’éducation sur le terrain