ABSTRACT

On March 11, 2020, the World Health Organization declared a global pandemic as a result of the spread of the COVID-19 coronavirus, a severe acute respiratory syndrome. Public health authorities throughout Canada were emphasizing early detection, physical distancing, hand washing, sheltering in place through household and self-isolation, and the closing of schools and businesses. For universities it meant the cancelation of classes and an immediate move to virtual or online learning to finish semesters, some of which were within weeks of completion, others that were just beginning. For the School of Social Work at King’s University College, London, Ontario, Canada, the restrictions and limitations imposed by the pandemic had far reaching implications that went beyond a disruption in classroom instruction and also meant terminating or suspending field practicums. Rather than having student learning succumb to the virus, the School of Social Work instituted a creative solution that involved the students developing Remote Learning Plans with the support of their Field Instructors and Faculty Consultants who would serve to minimize the disruption to the students’ learning. This study explores the student experience in moving to remote learning plans – specifically what challenges, changes, and opportunities for growth it provided.

摘要

2020 年 3 月 11 日，世界卫生组织宣布，由于新型冠状病毒肺炎 (COVID-19)（一种严重急性呼吸系统综合症）的传播，全球大流行。加拿大各地的公共卫生当局强调早期发现、保持身体距离、洗手、通过家庭和自我隔离就地避难，以及关闭学校和企业。对于大学来说，这意味着取消课程并立即转向虚拟或在线学习来完成学期，其中一些学期在几周内完成，另一些则刚刚开始。加拿大安大略省伦敦国王大学学院社会工作学院，疫情造成的限制和限制影响深远，不仅影响课堂教学，还意味着终止或暂停实地实习。社会工作学院没有让学生的学习屈服于病毒，而是制定了一个创造性的解决方案，让学生在现场讲师和教师顾问的支持下制定远程学习计划，以尽量减少对学生学习的干扰。这项研究探讨了学生转向远程学习计划的体验——特别是它提供了哪些挑战、变化和成长机会。社会工作学院制定了一个创造性的解决方案，让学生在现场讲师和教师顾问的支持下制定远程学习计划，以尽量减少对学生学习的干扰。这项研究探讨了学生转向远程学习计划的体验——特别是它提供了哪些挑战、变化和成长机会。社会工作学院制定了一个创造性的解决方案，让学生在现场讲师和教师顾问的支持下制定远程学习计划，以尽量减少对学生学习的干扰。这项研究探讨了学生转向远程学习计划的体验——特别是它提供了哪些挑战、变化和成长机会。