Exploring Online & Blended Course Delivery in Group WorkSumaiya Matin, MSW, RSW [email protected] Carter, Ph.D [email protected]
Presented at the XXXVI Annual Symposium of the International Association for Social Work with Groups
Trends in Online Groups
Increase in the use of online modalities social work higher education
Increase in students embracing online tools to progress their group projects, and they have positive perceptions of this use
Proliferation of technology and globalization There is still sparse information on online
methodology in teaching group work
Thesis This paper examines face-to-face and online
groups to provide strategies for blended teaching, consistent with the Standards for Social Work Practice with Groups (2006). What are the pros and cons of online
learning?How can instructors effectively facilitate
online learning and create environments conducive to communication?
What the Literature Tell Us: Benefits of Online Learning Increased accessibility Convenience and flexibility Greater speed and efficiency in student-instructor
communication Adaptability to differing learning styles Variety of delivery methods Cost-effectiveness Supplement to in-class material Opportunity for active learning Development of critical thinking
22%
20%7%
9%
43%
Benefits of Online Dis-cussion Groups
AccessibilityAdaptabilityDelivery methodsSupplement
What the Literature Tell Us: Challenges of Online Learning Student participation Difficulty with technology, resources and
understanding expectations Too high of a workload Time constraints (non-immediate responses,
unclear deadlines) Delivery being impersonal
34%
15%
31%
15% 6%
Challenges of Online Dis-cussion Groups
ParticipationDifficultyDeliveryWorkloadTime Constraints
What the Literature Tell Us:Comparing Face-to-Face & Online Learning1. Fosters critical thinking which enables deep learning
Haberstroh, 20062. Conflict as opportunity to connect content & process
McConnell, 2005 Domakin, 2005
3. Limitations in social connectedness can be achieved? Slaghter van Tryon & Bishop, 2009 Davis & Goodman, 2014 Nagel et. al, 2009
Chan
ging
Rel
atio
nshi
ps
21%9%
18%
36%
15%
Student Participation in Online Discussion Groups
Clear expectationsUsed supplementar-ilyInstructor in-volvement
Recommendations:Group Work Educators as Leaders
1. Establish Structure & Goals Plan & organize course objectives/goals,
units and deliverables Create a checklist for students for how to
deal with online technical problemsSimon & Stauber, 2011
Recommendations Continued:Group Work Educators as Leaders2. Facilitate Group Norm Development & Cohesion Ensure norms are consistent with the Standards
for Social Work with Groups (2006)Muskat & Mesbur, 2011Cohen et. al, 2013Slagter van Tryon & Bishop, 2009Marks et. al, 2005
Recommendations Continued:Group Work Educators as Leaders3. Increase Instructor Involvement
Continuous monitoring Capacity building activities Time limits to discussions Posted follow up videos for transitions Responding to conflict through postings or face-to-face Opportunities for instructor self-disclosure Reflection exercises as linking communication Use a Points System for quality participation
Recommendations Continued:Group Work Educators as Leaders4. Support the Instructor-Student Relationship Training of instructors and students on use of
online tools Maidment, 2006
Development of support groups for instructors
Implications &Conclusion
Social justice & cultural colonization
Cyber-bullying Continuity of face-to-
face interactions to the online setting
Better preparation for online clinical work & high technology workplaces
Question & Answer PeriodDiscussion Questions What are some challenges and positives you have
experienced as group work educators in the online setting?
What are some methods to address non participation of students in online group activities?
What are some ways to handle online groups formed by students outside of the course, which impact in-class and online behaviours?
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