Document Type
Article
Keywords
Distance Learning; Distance Education; Social Work Education; Video Conferencing
Disciplines
Curriculum and Instruction | Social Work
Abstract
Distance learning programs in social work education have been growing exponentially throughout the United States. This study interviewed Master of Social Work (MSW) students enrolled in two synchronous distance-learning courses that employed a blended pedagogy, and evaluates their insights about the learning experience. For these two courses, material was presented via video conferencing and supplemented with online media at two campuses at a large school of social work. In order to give students a voice about their experiences, data were collected using semi-structured face-to-face interviews. Common themes included: autonomy, emotional connectedness, technological challenges, and knowledge acquisition. Both the strengths and challenges related to distance learning are discussed.
Publication Title
Social Work Education
Volume
31
Issue
4
Article Number
1010
Publication Date
2012
First Page
406
Last Page
421
DOI of Published Version
10.1080/02615479.2011.573547
Language
English
Peer Reviewed
1
Recommended Citation
Pardasani, Manoj; Goldkind, Lauri; Heyman, Janna; and Cross Denny, Bronwyn, "How Much Does the Distance in Distance Education Matter? Our Students Speak" (2012). Social Service Faculty Publications. 11.
https://research.library.fordham.edu/gss_facultypubs/11
Version
Published
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
