Transcript Exploring Online & Blended Course Delivery in Group Work

Exploring
Online & Blended
Course Delivery in Group Work
Sumaiya Matin, MSW, RSW
[email protected]
Irene 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
 How
are the pros and cons of online learning?
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
Benefits of Online Discussion
Groups
43%
22%
19%
9% 7%
Accessibility
Adaptability
Delivery methods
Supplement
Active learning
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
Challenges of Online Discussion
Groups
6%
15%
34%
Participation
Difficulty
Delivery
Workload
31%
14%
Time Constraints
What the Literature Tell Us:
Comparing Face-to-Face & Online
Learning
1. Fosters critical thinking which enables deep learning

Haberstroh, 2006
2. 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
Changing Relationships
Student Participation in Online Discussion
Groups
15%
21%
Clear expectations
Used supplementarily
9%
37%
18%
Instructor involvement
Structure of activities
Student involvement
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 problems
 Simon
& Stauber, 2011
Recommendations Continued:
Group Work Educators as Leaders
2. Facilitate Group Norm Development & Cohesion

Ensure norms are consistent with the Standards for
Social Work with Groups (2006)
 Muskat
 Cohen
et. al, 2013
 Slagter
 Marks
& Mesbur, 2011
van Tryon & Bishop, 2009
et. al, 2005
Recommendations Continued:
Group Work Educators as Leaders
3. 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 Leaders
4. 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-toface interactions to the
online setting
Better preparation for
online clinical work &
high technology
workplaces
Question & Answer Period
Discussion 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 inclass and online behaviours?
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