The relocated teaching during the state of emergency, determined by the pandemic, was overcome through meeting the quality standards of updated digitised teaching. They capitalise on the strengths and good practises extracted from classical teaching, which were adapted to the constraints of online education. More precisely, in this new context, developing and implementing novel teaching strategies was necessary. To not compromise the quality of the educational act, we needed an ad hoc reconceptualisation of the teaching–learning–evaluation activities. The prolongation of the COVID 19 crisis forced our university to reconsider the way we approach the teaching-assessment process. Our study was motivated by the new challenges and opportunities from higher social work education created in the context of the COVID-19 pandemic. (2) Reflections on the Past and into the Future: What will be the “new normal” in HE? What values, vulnerabilities, priorities, and opportunities have been revealed in the crisis and our varied responses, realigning relations between teaching, research, and service internationalisation. (1) Higher Education (HE) Delivery: Challenges of emergency remote teaching: (1) technology and remote delivery and (2) assessment limitations arising from online formats. Students gain most from blended teaching-learning vehicles: face-to-face and online medium. Remote learning is not the most desirable educational option. Remote education forced most students to return to their original places of residence, mostly in the countryside and brought negative psychological effects caused by social isolation due to the pandemic. A remarkable result was that more therapeutic and support groups were preferred in the online environment, maybe related to the concerns generated by the pandemic. However, students who studied exclusively online attributed a significantly greater overall usefulness of SWMG workshops for professional practise than their peers who participated in the face-to-face laboratories. The students in the traditional classrooms favoured the training of other professional skills, too, like problem-solving skills. The results of our study showed that training of cognitive and self-awareness skills prevailed among the students who learned online in 2020, while the acquisition of interpersonal skills was reported at a significantly higher level by students who learned in the face-to-face medium in 2019. Descriptive, inferential statistics and thematic content analysis were applied to two types of deliverables of students: the self-assessment sheet and the group plan. The core analysis was focused on the activities of students at the SWMG laboratories: 50 students in 2020 and 92 students in 2019. This study had a mainly quantitative design, covering two academic years between 20 for the two cohorts of social work students. We were interested in finding out the perceptions of students about their learning processes and outcomes in the context of teaching the same discipline exclusively in the online medium, due to the pandemic, and in the face-to-face environment via traditional classroom instruction. The major focus of our study was the effectiveness of the learning of Social Work Methods with Groups (SWMG) of students, using workshops in a full-time undergraduate program from Romania. Social group work is studied as a compulsory discipline for undergraduate students. Department of Social Work, Babeş-Bolyai University, Cluj-Napoca, Romaniaĭuring the last three decades, thousands of highly qualified social workers who graduated from Romanian universities were employed in the public systems of social work of the European Union.
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