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dc.contributor.authorde Boer, Catherine
dc.contributor.authorCampbell, Sandra Loucks
dc.contributor.authorHovey, Angela
dc.date.accessioned2019-09-23T13:42:57Z
dc.date.available2019-09-23T13:42:57Z
dc.date.created2017-01-19 00:03
dc.date.issued2011-10-28
dc.identifieroai:ejournals.library.ualberta.ca:article/26352
dc.identifierhttp://www.cjlt.ca/index.php/cjlt/article/view/26352
dc.identifier10.21432/T26C79
dc.identifier.urihttp://hdl.handle.net/20.500.12424/45638
dc.description.abstractThe debates surrounding the effectiveness of teaching social work online highlight the challenges of adequately preparing students for face-to-face practice by way of web-based technologies. The purpose of this paper is twofold. Firstly, to briefly describe how a particular School of Social Work when designing its part-time undergraduate degree program (BSW), arrived at a fork in the road and instead of choosing between the paths of in-class or online course delivery, the School decided to offer the entire degree using a blended learning platform. Secondly, to compare the development and implementation of three specific practice courses within the part-time degree program (interviewing and assessment, social work theory, and a practicum integration seminar) each of which was offered using blended learning. This paper contributes to the debate about the value of using web-based components when teaching social work practice and will be helpful to educators from within many disciplines, who are wishing to critique their own development processes when designing and teaching practice courses using blended learning.
dc.format.mediumapplication/pdf
dc.language.isoeng
dc.publisherThe Canadian Network for Innovation in Education
dc.relation.ispartofhttp://www.cjlt.ca/index.php/cjlt/article/view/26352/19534
dc.rightsCopyright (c) 2011 Catherine de Boer, Sandra Loucks Campbell, Angela Hovey
dc.sourceCanadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie; Vol 37, No 3 (2011)
dc.titleWhen You Come to a Fork in the Road, Take It: Teaching Social Work Practice Using Blended Learning
dc.typeinfo:eu-repo/semantics/article
ge.collectioncode1499-6685
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:10465424
ge.identifier.permalinkhttps://www.globethics.net/gel/10465424
ge.lastmodificationdate2017-01-19 00:03
ge.lastmodificationuseradmin@pointsoftware.ch (import)
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ge.oai.exportid148955
ge.oai.repositoryid98395
ge.oai.setnameArticles
ge.oai.setspeccjlt:ART
ge.oai.streamid2
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttp://www.cjlt.ca/index.php/cjlt/article/view/26352


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