Exploring Online & Blended Course Delivery in Group WorkSumaiya Matin, MSW, RSW matins@uwindsor.caIrene Carter, Ph.D icarter@uwindsor.ca

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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