real voices from an online dsw program: a student perspective of a supportive, learning community...
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Real Voices from an Online DSW Program: A Student Perspective of a Supportive, Learning Community
R E B E C C A C O L E M A N , C I N D Y L O C K L E A R , S A R A H M I G A S ,R E T C H E N D A G E O R G E - B E T T I S W O R T H , J A N E T V I Z I N A - R O U B A LD S W P R O G R A M , S T C AT H E R I N E U N I V E R S I T Y - U N I V E R S I T Y O F S T T H O M A S
S O C I A L W O R K D I S TA N C E E D U C AT I O N C O N F E R E N C EI N D I A N A P O L I S , I N - A P R I L 1 6 , 2 0 1 5
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Welcome The real voices from an online DSW Program.
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Learning Objectives
1. Identify the importance of an on-site orientation and residency program to the development of virtual holding community
2. Describe the evolution of a virtual holding community as students transitioned from real time presence in a classroom to an online learning environment
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Virtual Holding Community
Supportive Learning
Community
Fletcher, Comer & Dunlap, 2014
Supportive Learning Community
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Real Time Social Presence
Fletcher, Comer & Dunlap, 2014; Tu& McIsaac, 2002
Onsite First, Online Second
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Real Time Social Presence
Orientation + First Course = Residency Year 1
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Real Time Social Presence
• Getting-to-know car ride• Formal and informal time • Vision and goals creation• Roundtable discussion • Technology demos and practice
Orientation
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Real Time Social PresenceFirst F2F Course = Residency Year 1
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Supportive Learning Communities Engagement: Moving from Real Time Social Presence to Online Social Presence
Payne and Johnson, 2005
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Online Social Presence
1. Minimal interaction with my professors.
2. Won’t get to know my classmates.
3. Online = not legitmate or challenging
4. No face-to-face class time.
1. Interaction with professors is weekly and personal.
2. Developed a strong bond with classsmates during residency and face-to-face classes.
3. Course work is more challenging and relevant.
4. Face-to-Face classes every other week.
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Online Social Presence
Why do students select online program?
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Balance
• a state in which different things occur in equal or proper amounts or have an equal or proper amount of importance
Balance. (n.d.). Merriam-Webster Online. In Merriam-Webster. Retireved April 14, 2015, from http://www.merriam-webster.com/dictionary/balance
Online Social Presence
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Online Social Presence
How do students create balance
in an online program?
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S is for Sanity!
Set Time Aside Say No! Small breaks Smile Set Expectations (boundaries) Space Support Say it if you need it….HELP! Study Buddy!
Online Social Presence
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If you find yourself slightly off balance…
there is a light at the end of the tunnel…
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Online Social Presence
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Online Social Presence
Staying Connected
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‘Til We Meet Again . . .
Can a supportive learning community exist in
cyberspace?
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References
Ayala, J. S. (2009). Blended learning as a new approach to social work education. Journal of Social Work Education, 45(2), 277-288.
Fletcher, K. L., Comer, S. D., & Dunlap, A. (2014). Getting connected: The virtual holding environment.
Psychoanalytic Social Work, 21(1), 90-106. Larsen, A. K., Visser-Rotgans, R., & Hole, G. O. (2011). Teaching and learning community work online:
Can e-learning promote competences for future practice? Journal of Technology in Human Services, 29(1), 13-32.
Neuman, K. (2006). Using distance education to connect diverse communities, colleges, and students. The Journal of Baccalaureate Social Work, 11(2), 16-27.
Tu, C., & McIsaac, M. S. (2002). The relationship of social presence and interaction in online classes.
American Journal of Distance Education, 16(3), 131-150.