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Web-Based Degree: Connecting Social Work Education and Clinical Practice Council on Social Work Education 58 th Annual Program Meeting Rhonda G. Patrick,

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Presentation on theme: "Web-Based Degree: Connecting Social Work Education and Clinical Practice Council on Social Work Education 58 th Annual Program Meeting Rhonda G. Patrick,"— Presentation transcript:

1 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 Rhonda G. Patrick, LCSW, MPA University of Houston Graduate College of Social Work

2 Agenda Introductions Background: FDIP Project Background: Web-Based Education Background: Designing Web-Based Learning Environments Planning Conceptualization Creation Implementation Assessment Implications and Recommendations

3 The Project University 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(14 currently-over 30 coming online in next 3yrs)- Submission of FDIP Grant to develop four courses in Fall 2011, Second for six additional courses in Fall 2012.FDIP Grant

4 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)

5 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.

6 The Enrollment Picture Overall Enrollment

7 A Growing Proportion

8 Online is Everywhere

9 Students are Satisfied Only 3% disagreeStudents at least as satisfied True for all types and sizes of institutions

10 Student Satisfaction

11 It Is Flexibility for Online

12 Why Faculty Teach Online NASULGC-Sloan National Commission on Online Learning

13 Some Concern on Interactions

14 Access Issues Drive Online Online education is strategically important for my institution to: Not Important Somewhat Important ImportantVery Important Increase student access 1.4%8.2%28.8%61.6% Attract students from outside the traditional service area 5.5%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

15 Online Taught by All Types of Faculty

16 Faculty and Chief Academic Officers Differ

17 Pushing Too Hard? 17

18 Its the Administrators Fault 18

19 A Difference of Opinion

20 Faculty Concern on For- Profits

21 Faculty dont accept online Majority of institutions say their faculty do not accept online. There has been no improvement over time:

22 Faculty Accept Online?

23 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

24 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. Design considerations for online learning in health and social work education.

25 Planning Administrative Issues Faculty Issues Students Issues Who is our student? Program Considerations Accreditation How vs What Students How Students Are Learning What Technology Students Are Using

26 Planning Technology Infrastructure University User End Accessing University Resources Instructional Design Staff Faculty Development Courses

27 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

28 Model of Learning Simonson, M., Smaldina, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education 5 th Edition. Pearson, Boston, MA.

29 Model of Learning: Community of Inquiry Video Resource: Social Presence Cognitive Presence Teaching Presence Learner Presence

30 Online Learning Enviroment Rovai, A.P., Ponton, M.K., & Baker, J.D. (2008). Distance Learning in Higher Education. Teachers College Columbia University: New York.

31 Conceptualization Planning Tools Blended Learning Tool Kit Course Blue Print Learning Guides Story Boards Checklists Other Tools

32 Rovai, A.P., Ponton, M.K., & Baker, J.D. (2008). Distance Learning in Higher Education. Teachers College Columbia University: New York.

33 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!

34 Creation Who is doing the work? Internal Third Party Developers Do we need to BETA test? Synchronous vs. Asynchronous

35 Smooth Synchronous Solutions Helps 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

36 Creation What 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 MediaSocial Media (Facebook, Twitter, LinkedIn)

37 Implementation Student Issues Student Choice Orientation Assessing Fit Retention Success- Building in tools to facilitateBuilding in tools to facilitate

38 Implementation Faculty Issues Mentoring, Facilitating, Teaching Adjunct vs. Faculty What if no one wants to teach online?

39 Adjunct Profile 48% of instructional faculty at degree- granting institutions are adjunct (National Center for Education Statistics, 2008) Instructional Benefits Applied perspective Critical expertise Real-world experience Institutional Advantages Less costly Increased scheduling flexibility Minimal investment

40 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)

41 Online Faculty Profile

42 Professional Adjuncts Faculty as entrepreneurs: Fit between professional goals, personal demands and teaching style Stereotypes concerning quality and implications of adjunct faculty 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

43 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

44 Assessment Issues with Quality SLOAN Scorecard

45 Harder to evaluate? 82% of institutions say it is no harder to evaluate online courses

46 But Assessment Still Remains an Issue 46

47 Assessment, Differing Views 47

48 Assessment Using CMS Analytics Importance of tracking user activity Attendance Reminders Engagement Retention

49 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)

50 Assessment Students Assessments Course Specific (Technical) Competency Specific Academic Dishonesty

51 Implication and Recommendations Ongoing Course Evolution Technology Enhancements Barriers and Facilitators User End Issues What Users Want What Users Have Faculty Issues

52 Questions? Additional Information Presentation posted at:


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