Introduction to project: How do social work educators scaffold students from the classroom to e-learning?

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dc.contributor.author Webster, Michael en
dc.date.accessioned 2018-10-07T22:19:18Z en
dc.identifier.uri http://hdl.handle.net/2292/39222 en
dc.description.abstract Introduction to project: How do social work educators scaffold students from the classroom to e-learning? Research question: ‘As proposed by Salmon (2004) and Downing and Chim (2004), are reflectors and theorists particularly suited to e-learning?’ Kolb’s (1984) learning style inventory and Honey and Mumford’s (1992) learning styles 1. Learning through concrete experience – an engagement with direct experience (Honey & Mumford’s activists); 2. Learning through critical reflection – observing experience through different perspectives and judging experience by a variety of criteria (Honey & Mumford’s reflectors); 3. Learning through abstract conceptualisation – analysing experience to create new ideas, concepts and structures (Honey & Mumford’s theorists); 4. Learning through active experimentation – using these new ideas, testing theories out in practice (Honey & Mumford’s experimenters or pragmatists) Findings Learning category breakdown (n= 20) % ‘E-learning experience suited my learning style % Course delivery suited my learning style % Activist 26.3 Disagree/strongly disagree 40 Disagree/strongly disagree 20.1 Theorist 23.8 Neutral 35 Neutral 13.8 Pragmatist 26.1 Agree/strongly agree 25 Agree/strongly agree 66 Reflector 23.8 Findings may be explained by interaction of domains 2 and 3 on domain 1: TAFE statements used to determine overall course suitability to learning style Source: Dixon (2000, p.11) Domain 1 Domain 2 Domain 3 Learning goals / tasks Interaction Institutional  Learning goals were clear  Learning tasks were realistic  Learning tasks were challenging  I could take responsibility for my own learning  Generally felt motivated by learning experiences provided by this course  Enough opportunities to work with other learners or in teams  Plenty of opportunity to interact productively with the teacher  Overall the learning environment was supportive of my needs  Regular and useful feedback on my progress  Realistic assessment processes  Easy access to resources needed to complete course  Easy access to facilities and equipment needed to complete course  Administration processes easy to access and use References Dixon, J. (2000). Evaluation tools for flexible delivery. Melbourne: TAFE Frontiers. Downing, K., & Chim, T. M. (2004). Reflectors as online extraverts? Educational Studies, 30(3), 265 - 276. Honey, P., & Mumford, A. (1992). The manual of learning styles (3rd ed.). Maidenhead: P. Honey. Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall. Salmon, G. (2004). E-moderating: The key to teaching and learning online (2nd Ed.). London: RoutledgeFalmer. en
dc.format.medium Video en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Introduction to project: How do social work educators scaffold students from the classroom to e-learning? en
dc.type Media en
dc.rights.holder Copyright: The author en
pubs.author-url http://foedpcp02n.foed.auckland.ac.nz:8171/podcastproducer/attachments/9AF19371-CEA2-4C15-AF74-7659BDC36D88/E32CB3F8-1FC0-4FA2-8172-27C54521B4EA.m4v en
pubs.start-date 2011 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.elements-id 262218 en
pubs.org-id Education and Social Work en
pubs.org-id Counselling,HumanServ &Soc.Wrk en
pubs.record-created-at-source-date 2011-12-16 en


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