Converting a Face-To-Face Introductory Research Methods Course to an Online Format: Pedagogical Issues and Technological Tools

ABSTRACT

This paper presents a step-by-step conversion of a face-to-face (F2F) entry level social work research methods course to a computer-mediated format. An overview of teaching practices and the important pedagogical foundations associated with this curricular effort are discussed followed by an introduction to the electronic platform utilized in the course. Five new teaching practices that guide the F2F-to-online course conversion of this introductory research methods course are presented with corresponding teaching activities and technological tools. A conversion matrix aligns the teaching practices, classroom activities, and provides references for the identified tools.     

A Discourse Analysis of Online Dialogs in Social Work Diversity Courses

Abstract

Online discussions can extend learning experiences beyond the time and space of the classroom, allowing students more time to process information, and an additional mode of expression for those who are less active in open classroom discussions. They may be especially appropriate for teaching sensitive or controversial subject matter such as oppression and diversity, which is required by the Council on Social Work Education. This study investigated topical themes, depth, and tone of online dialogs in social work diversity courses at two universities in the mid-Atlantic area. Discourse analysis-a type of content analysis-is employed to gain a deeper understanding of the learning experience, and to compare the impact of anonymous and identified participation in the dialogs.     

共同推动美国和中国残疾儿童的学业成就:适应和顺应的方法

本文作者发现,当今全世界的教师、教育管理者、及教师培训者都面临的一个挑战,就是要保证教育者能为学习困难学生提供能使他们达到国家为各州提出的学业标准而精心准备的教育服务。本文通过对两国特教教师培训现状的研究,提出了独特的五域教学法即在教学环境、教材选用、课堂演示、学生反应和知识评估这五个领域中运用适应、调整和顺应这三种步骤来满足特殊需要学生不同的学业要求,以使他们能达到国家或各州规定的学业要求。     

University surroundings and infrastructures that are accessible and inclusive for all: listening to students with disabilities

The main topic of this article is architectural barriers and infrastructures as identified by university students with disabilities. The data presented is part of a much wider research project, sponsored by Spain’s Ministry of Economy and Competition. A biographical-narrative methodology was used for this study. The results presented have been classified based on one of five barrier types: urban (barriers that are outside the actual university campus), transport (public transportation and personal vehicles), building (obstacles inside university buildings), environmental (those elements within the classroom, including furniture, excessive noise or inadequate temperatures) and communication (these are divided into signposting and barriers when accessing information). Lastly, a variety of questions are considered in the conclusions which indicate that universities still need a certain degree of adaptation and readjustment to really be accessible and inclusive, in keeping with the principles of universal design.     

Cultivating Curiosity: Integrating Hybrid Teaching in Courses in Human Behavior in the Social Environment

This study illustrates an experience of implementing a hybrid model for teaching human behavior in the social environment in an urban university setting. Developing a hybrid model in a BSW program arose out of a desire to reach students in a different way. Designed to promote curiosity and active learning, this particular hybrid model has students engage in weekly online activities between their weekly on-ground classes. This article reviews key pedagogical concerns and presents preliminary findings, including student feedback, instructor observations, and strategies for faculty interested in developing such courses.     

适合残疾学生特点的体育教学策略研究——以特殊教育学校为例

体育教学策略的实质就是体育教师对体育教学活动进行整体调控的预先谋划过程.教学对象不同,决定了体育教学策略的不同,特殊教育学校的学生在身心发展方面有一定的缺陷和残疾,他们的身体和心理有别于正常儿童少年.为了残疾学生的有效学习,特殊教育学校体育教学策略应符合残疾学生的特点.     

课程思政视域下混合式教学中的在线教学设计 ——以高职外贸英语函电课程为例

混合式教学通过在线教学和课堂教学的融合实现教学目标.合理的在线教学设计能促进学生开展有序的在线学习,有利于学生自主学习能力的提高和课程思政的实施.基于课程思政视角进行在线教学设计,教师需要综合考虑技能培养和德育渗透的需求,设计分层的学习目标、多元化的学习任务、形成性的评价方式和个性化的学习指导.     

Faculty training: an unavoidable requirement for approaching more inclusive university classrooms

Adequate policies for faculty training in diversity continue to be pending on the agendas of many universities. This paper presents the recommendations of 44 university students with disabilities not only for adequate faculty training, but also on informing them on both matters of the disability itself and how to respond to the needs derived from it. The data analyzed come from research funded by the Spanish Ministry of Economy and Competiveness ‘University Barriers and Aids Identified by Students with Disabilities’, which has been underway since 2011. A biographical-narrative methodology was used. The university life histories of the students were compiled by making use of in-depth interviews, lifelines and photographs. The conclusions of the study discuss the main results along with other previous studies, and recommendations are made so universities can provide training plans leading to inclusive education and learning.     

Beyond school inclusion: secondary school and preparing for labour market inclusion for young people with disabilities in Spain

Research analysing good practices in the area of labour market inclusion for people with disabilities shows that the role of the secondary school is fundamental in improving employment opportunities. The aim of this article is to analyse to what extent secondary education in Spain prepares young people with learning difficulties for later inclusion in society and the labour market. Results from studies into good practices in secondary education have established which educational characteristics to take into account for pupils' transition to working life and the need for the school to lead this process. We contrast these results with the current situation in Spain by comprehensively analysing how current secondary education is facing up to the challenges of labour market inclusion for young people with disabilities. Following this, we propose guidelines for the improvement of educational practices in secondary education so as to foster opportunities for labour market participation, from an inclusive viewpoint, for young people with learning disabilities.     

Lifelong Learning in Social Work Education: A Review of the Literature and Implications for the Future

Social workers practice in rapidly changing and complex environments where they encounter challenges that include increasing evidence-based practice requirements, a shifting information landscape, and diminishing workplace resources. To address these challenges, social workers need to engage in lifelong learning. The purpose of this article is to explore conceptual elements and assumptions underlying lifelong learning; propose social work specific approaches to lifelong learning; present a conceptual model to orient social work educators to the possibilities inherent in lifelong learning for practice, with inclusion of suggested practice behavior; and offer a research agenda for practice.     

国家精品课程中的现代教育技术应用——以国家精品课程《数字色彩》为例

在我国高等学校的精品课程建设中,现代教育技术越来越显现出它的重要作用。引进先进的教学理念、进行适合教学内容的现代教育技术设计,并寻找现代教育技术与精品课程的融通之处,是教学工作者面临的新课题。因此,对国家精品课程《数字色彩》的深入剖析,有利于精品课程建设与教学创新。     

Inclusion Illusion: Questioning the Inclusiveness of Integrated Physical Education

ABSTRACT

Globally, integrated school placements as well as inclusion as an education philosophy have emerged as influential trends in education over the past 30 years. Although used interchangeably at times, inclusion and integration are distinct. Confusion about inclusion and integration can lead to mixed messages, which oftentimes affect the education of students with disabilities in school-based physical education. The purposes of this article are twofold. First, the author will provide a brief narrative to clarify the distinction between inclusion as a philosophy and integration as a placement. Second, the author will examine whether empirical data support integrated physical education placements as being inclusive. Existing literature examining the embodied perspectives of students with disabilities, as well as previously unpublished non-fiction reflections from one man with a visual impairment, are utilized to guide the conversation about whether integrated physical education settings are providing inclusive experiences.     

电子技术课程的混合式教学设计与实施——以《译码器74LS138及其应用》为例

信息化条件下的混合式教学是电子技术课程教学改革的一个重要方向,译码器74LS138是数字逻辑电路中常用的集成芯片,文章以《译码器74LS138及应用》为例,分析基于混合式教学的电子技术课程教学设计和实施,从课前教学准备、课上教学互动、课后教学提升进行全过程的设计,给出了教学设计方案,详细阐述了教学实施过程,最后对教学特点和教学效果进行了总结反思。     

K-12 online lesson alignment to the principles of Universal Design for Learning: the Khan Academy

The field of K-12 education is being transformed, with an influx of students, including those with identified disabilities, engaging in blended and fully online learning. While online learning shows promise for students with disabilities through flexible content and personalised instruction, concerns regarding accessibility and appropriateness of online learning for this population still exist. In order to examine this concern, researchers developed and used a Universal Design for Learning (UDL) Scan Tool to measure lesson content and alignment with UDL principles, guidelines and checkpoints. Four hundred and seventy-eight math, science and world history Khan Academy lessons were randomly selected and evaluated for this study. The paper highlights the results of the study, in terms of the lessons’ alignment with UDL principles and guidelines, as well as a discussion on limitations and future research.     

A practical approach for applying online remote experiments: OnPReX

The development of Internet technologies stimulates the increase of online technology-supported education in universities. Online learning based on remote experiments is capable of diminishing the scantiness in practical courses. In this paper, we present online practical courses based on remote experiments (OnPReX). These courses consist of online experiments, interactive graphics and an online tutoring-system organised at the Berlin Institute of Technology (TUB). We developed two online practical courses, one focusing on classical and the other on modern physics, for bachelor and intermediate diploma engineering students. Our online practical courses based on remote experiments took place in two test phases during two semesters. These courses were evaluated and the results were used to improve the courses. Our online practical courses on remote experiments have successfully been integrated as electives at the TUB.     

An Introduction: Reimagining Social Work Education for the Digital Age

ABSTRACT

Despite the recent publication of a number of articles, along with current presentations at professional conferences, and a scholarly text all on the topic of distance learning and online social work education, many believe that the subject has not received the level of recognition among academics in our profession that it needs and deserves. This Introduction to a special double issue of a prominent peer-reviewed journal serves to welcome the reader to the contents of the seventeen articles that follow, and to provide both an overview and conceptual framework for the special issue as a whole. Underscoring both the opportunities and quandaries, support and resistance, most of the authors would appear to conclude that social work educators must rapidly become more agile in embracing the unique opportunities presented by the technology that we now have at hand.     

Teacher as Client Therapy (TACT): A Model for Simulated Learning for Traditional and Online Delivery Models

ABSTRACT

The movement towards competency-based education in social work has required a shift in delivery to more experiential learning opportunities for students. Looking forward, the Council on Social Work Education [CSWE] has instituted a Futures Task Force, exploring roles social workers may play in the future, with particular attention to the evolution and revolution in technology. It is clear that social work programs will need to consider opportunities for ensuring the development of competency in an ever changing digital landscape. This article presents the evolution of a simulation model for use in various delivery models, including traditional face-to-face campus-based offerings, off-campus satellite classes, and hybrid or fully online courses. It documents the origin of the model in an off-campus format, highlighting the attributes afforded with its application on a traditional campus, and proposes an online solution to the resource dilemma endemic to many off-campus satellite models.     

Teaching Practice of Physical Education Teachers for Students with Special Needs: An Application of the Theory of Planned Behaviour

This study examines the teaching behavior of physical education (PE) teachers in teaching students with special needs and the factors that determine their teaching behaviour. An extended theory of planned behaviour (TPB) was utilised as the theoretical framework. Three secondary and two high school PE teachers participated in the study. Data collection consisted of systematic and non-participant observations of teaching behaviour of PE teachers, as well as semi-structured interviews on the factors that determine their behaviours. Results revealed that four of five participants interacted more verbally and less physically with students with special needs. Peer partners were used to enhance the learning of students with special needs. Only two teachers modified their instruction and equipment for students with special needs. Sometimes, teachers excluded this group of students from cooperative activities. Extended TPB components, including attitude, moral norm, affective beliefs, social norm, and perceived behaviour control, were identified to determine the intention of PE teachers to teach students with special needs and their inclusive teaching practice. The study has important implications for policy and practice of inclusive PE.     

An Australian study of graduate outcomes for disadvantaged students

Whether or not disadvantaged students are realising the same benefits from higher education as their peers is of fundamental importance to equity practitioners and policymakers. Despite this, equity policy has focused on access to higher education and little attention has been paid to graduate outcomes. The Australian study reported here used national data to investigate relationships between disadvantage and graduate outcomes. The study provides critical insights into how access to higher education does, or does not, lead to improvements in post-graduation equity. The study reveals that outcomes are not equal for all students and that higher education disadvantage persists for many students after they have completed their studies. Whilst the specific findings relate to the Australian university sector the broader discussion of the article is relevant to higher education policy more generally, especially in terms of how governments align institutional processes to measure and scrutinise achievement in relation to public policy objectives.     

师范院校“小学语文课程与教学论”网络课程调查研究

"小学语文课程与教学论"网络课程调查研究以西北地区某省级师范院校"小学语文课程与教学论"网络课程建设为例,对在校大学生进行实际调研访谈。试图发现网络课程建设中存在的问题和学习需求,为"小学语文课程与教学论"网络精品课程建设提供有效的策略与建议。