Virtual Social Work Education—Theory and Experience

This paper critically analyses the experience of providing social work education over the Internet. It argues that the interactivity and responsivity integral to e‐learning are significant capabilities that can facilitate the kind of student centred learning in social work that is consonant with the emerging consensus on effective educational and professional practices. Associated with this it argues that e‐learning better provides equality of access and opportunity to a diverse range of students to pursue social work education through the creation of critical mass and technological adaptations to diverse needs. Research with a group of students who have pursued online learning is presented. The research indicates that though e‐learning is largely considered a positive and enabling experience by students, it is still experienced as isolating by most. A balance therefore needs to be struck in future between face to face and online interaction ensuring students are not isolated and that infrequent use of e‐learning does not delay engagement with the medium and the passing of online developmental milestones. This paper concludes that there is a longer term future for e‐learning within social work education but that this future needs to be based on androgenic constructivist strategies to student learning and a responsive blend of online and physical interactivity.     

Using a real case scenario in teaching social work with children and families in different practice settings

Transforming classroom knowledge into practice competency is particularly challenging in social work with children and families. It involves complex, competitive practice approaches and different service settings with procedures and norms influencing a child’s wellbeing. The paper presents the content, application, and evaluation of a module based on a case scenario which considers the limitations and achievements of social work with children and families in different settings. A mixed-method approach was applied to this review process. Students were given an evaluative questionnaire based on the theoretical framework of experiential learning whereupon they wrote reflective essays describing their learning experience. Case method contributes to the acquisition of reflective, integrative, and stimulating knowledge. The participation level contributes to the students’ satisfaction during such learning. Students have learned that families with multiple and complex needs require a holistic approach that separate systems and services cannot provide. This way of learning, with certain limitations, allows activation and an intensive learning experience for large groups of students relevant for a number of social work schools.     

It’s not just about where someone lives: educating student social workers about housing-related matters to promote an understanding of social justice

The links between housing and wellbeing are well established, and yet failings of current UK policy and practice can result in severely limited and inappropriate accommodation options for those in greatest need. Access to appropriate and affordable housing should therefore be a key area of concern for social work professionals: such access is closely linked to social justice and the promotion of human rights. Nevertheless, there is a paucity of detailed research on the links between housing and social work practice, and practitioners have reported feeling ill-equipped to support service-users with housing related needs. This paper draws on the illustrative example of a teaching session developed by the authors to argue that educating social work students about housing-related matters not only reduces this reported practice knowledge gap, but may also develop their understanding of social justice. In addition to supporting calls for further research, the authors therefore encourage those involved in social work education to ensure that practice in the context of housing related needs is covered clearly within the curriculum.     

大学英语听力网络自主学习环境中教师的角色定位——基于学生期望与教师实际课堂教学行为差异比较

通过对基于网络的大学英语自主学习环境中教师角色定位的实证研究,结果发现：在网络自主学习中,学生希望自己的老师担任“倡导者、指导者、监控者、评估者和心理协调者”的角色.虽然教师和学生的信念一致,但学生的期望和教师的实际课堂教学行为之间存在显著性差异.造成差异的主要原因在于传统的教学观念、模式、方法、评估方式以及教师的素质.有鉴于此,从树立信念、提高素质、传授策略、监控和评估过程、重视学生心理情感因素等5个方面,对学校和教师提出了建议.     

合作学习法在高职商务英语阅读课程中的效应研究

高职商务英语阅读课程是高职商务英语专业一门极其重要却又难度较高的课程,高职院校英语教学中的传统“句子语法——翻译法”讲解很难收到良好的效果。为了改善这种状况,文章就合作学习法在高职商务英语阅读课程中的效应问题,围绕学生成绩和课堂表现等进行实验设计和对比研究。‘     

高职课程学习情境设计初探——以《旅游电子商务》为例

本文着眼于职业教育教学实践方面现存的问题,从能力本位、学生主体、任务训练的职教理念出发,对传统职教学科体系进行彻底改革,规划设计课程学习领域,创设工作任务下的学习情境,并以《旅游电子商务》为例对教学情境的选取、设计和实施进行说明,旨在提高学生综合职业能力。     

基于政府责任的民办高校教师权利贫困问题研究

目前我国民办高校教师权利贫困现状严重,主要表现为权利上的不平等,权利常常受到权力的侵害、剥夺和压制,权利与义务的不对等,权利难以得到救济。究其原因,是受到多种因素的影响。其中,政策是导致民办高校教师权利贫困的主导因素。政府在破解民办高校教师权利贫困中扮演的角色应该是社会观念的引领者、相关政策与法律的创设者以及教师权利保障的协调监管者与资助者。     

民办高校实施教育问责制若干理论问题研究综述

民办高校教育资源的多元化引发投资主体和利益相关方对高等教育内涵的更多关注和民办高校教育质量效益的更高诉求。文章从我国民办高等教育发展的积极意义和存在不足入手,结合民办高等教育实施教育成本分担机制的实践,在介绍教育问责制带来积极作用的同时,综述国内外众多专家学者的研究视角,继而表达进一步加强相关理论研究的期盼。     

提高工科院校大学生英语自主学习水平的探讨

如何提高大学生英语自主学习水平已成为当今教育界一个重要的研究主题.分析了我国工科院校大学生英语自主学习过程中存在的问题,剖析了问题产生的原因,提出了相应的改进措施.