ABSTRACT

Social work programs are facing the need to gain further clarity about how to leverage instructional strategies specific to the course modality (i.e., traditional, hybrid, online hybrid, and fully online). At its heart, this challenge is an analogical transfer problem: practice instructors must adapt what they do in one modality to new modalities through modifying how they guide students to master learning objectives. In doing so, instructors can maintain the essence of what makes a practice course work. The discussion is subsequently shaped around common modalities that programs offer (1) traditional courses; (2) hybrid courses (in-person/online); (3) online hybrid courses (synchronous/asynchronous online); and (4) fully asynchronous online courses. This paper presents an organizing framework that explains pedagogical choices by structures (i.e., space, time, and people) and processes (i.e., interactivity). It then provides examples of how practice instructors can navigate the unique strengths and limitations that simultaneously facilitate and constrain interactions between students and instructors, their peers, and the instructional content. As instructors grapple with the inevitable shifts within the academy, they require specific tools to help them generalize existing skills. The proposed framework is an important first step to help shape and evaluate best practices across and within modalities.

摘要

社会工作计划面临着进一步明确如何利用特定于课程模式（即传统、混合、在线混合和完全在线）的教学策略的需要。从本质上讲，这一挑战是一个类比迁移问题：实践教师必须通过修改他们引导学生掌握学习目标的方式，使他们在一种模式中所做的事情适应新的模式。这样做，教师可以保持实践课程运作的本质。随后围绕课程提供的常见模式展开讨论 (1) 传统课程；(2) 混合课程（面对面/在线）；(3) 在线混合课程（同步/异步在线）；(4) 完全异步的在线课程。本文提出了一个组织框架，通过结构（即，空间、时间和人）和过程（即交互性）。然后，它提供了一些例子，说明实践教师如何利用独特的优势和局限性，这些优势和局限性同时促进和限制学生和教师、他们的同伴以及教学内容之间的互动。当教师努力应对学院内不可避免的变化时，他们需要特定的工具来帮助他们概括现有技能。拟议的框架是帮助塑造和评估跨模式和模式内最佳实践的重要的第一步。以及教学内容。当教师努力应对学院内不可避免的变化时，他们需要特定的工具来帮助他们概括现有技能。拟议的框架是帮助塑造和评估跨模式和模式内最佳实践的重要的第一步。以及教学内容。当教师努力应对学院内不可避免的变化时，他们需要特定的工具来帮助他们概括现有技能。拟议的框架是帮助塑造和评估跨模式和模式内最佳实践的重要的第一步。