1 / 16

The Best of both Worlds:

The Best of both Worlds:. Engaging MSW and DSW Students through Asynchronous and Synchronous webinars. Presenters. Zulema E. Suárez, Ph.D., LMSW, ACSW, Core Faculty Dorothy Farel, Core Faculty, DM, LCSW, MSW, Core Faculty Brian Christenson, Ph.D., LMSW, LGSW, CAP,

munford
Download Presentation

The Best of both Worlds:

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Best of both Worlds: Engaging MSW and DSW Students through Asynchronous and Synchronous webinars

  2. Presenters Zulema E. Suárez, Ph.D., LMSW, ACSW, Core Faculty Dorothy Farel, Core Faculty, DM, LCSW, MSW, Core Faculty Brian Christenson, Ph.D., LMSW, LGSW, CAP, Social Work Program Chair and Director Telvis Rich, DM, LCSW, MSW, Director of Field Education

  3. Workshop Outline • Theoretical Principles of online synchronous and asynchronous hybrid and online classrooms • The model and instructional design • Demonstration and best practices in developing: live webinars, video feeds, and live breakout rooms. •  Questions and discussion

  4. Learning Objectives • Participants will be able to construct components of instructional design to engage students within a hybrid or online program. • Participants will learn to effectively engage students within the online or hybrid model technology (webinars, video-feeds, and breakout rooms) • Participants will be able to evaluate the theoretical principles of online synchronous and asynchronous hybrid and online classrooms.

  5. Theoretical Principles Theoretical Principles Synchronous Asynchronous Is communication that is delayed in time, or not in a live setting (Zoumenou et al, 2015). Provides opportunities for critical thought as learners have the opportunity to reflect and communicate when time allows them to as opposed to a set time for class. The benefits of this type of communication include convenience, access to working adults, accommodations for individuals with disabilities, and geographical flexibility (Hrastinski, 2008). Takes place in real-time, providing learners and faculty to interact through web-based technologies. Provides the opportunity to have live discussions, to observe reactions and behaviors, engage students with their peers and instructors, and assist in social presence within the classroom. (Zoumenou, et al., 2015).

  6. Synchronous and Asynchronous Learning: Synchronous and asynchronous learning have been integrated within the blended and online classrooms and both contribute to the blended or online learning classroom. Asynchronous communication is written communication that is delayed in time, or not in a live setting (Zoumenou et al, 2015). Asynchronous learning provides opportunities for critical thought as learners have the opportunity to reflect and communicate when time allows them to as opposed to a set time for class. The benefits of this type of communication include convenience, access to working adults, accommodations for individuals with disabilities, and geographical flexibility (Hrastinski, 2008). Synchronous learning takes place in real-time, providing learners and faculty to interact through web-based technologies. Synchronous learning provides the opportunity to have live discussions, to observe reactions and behaviors, engage students with their peers and instructors, and assist in social presence within the classroom. (Zoumenou, et al., 2015). Theoretical Principles • A study demonstrated that asynchronous communication is much more effective than the synchronous communication design in motivating and engaging students (Haung, Wang, & Liu, 2015). • Therefore, a combination of synchronous and asynchronous communication in distance learning is recommended (Zoumenou, et al., 2015).. • Asynchronous and Synchronous Recommendations

  7. Theoretical Principles • One of the most significant challenges within blended learning is engagement of students within these environments (Moore & Signor, 2014). • When students are engaged, the online learning environment provides webbed connectivity and relationship building (Noble & Russell, 2013). Learner Engagement

  8. Theoretical Principles • The delivery of curriculum is vital to online education (Levin et al., 2013). • One effective mode of delivery to engage students is the use of webinars (Sull, 2014). • The introduction of webinars within the asynchronous environment provides an enriching and engagement environment (Zoumenou, Sigman-Grant & Cole, 2015). Curriculum Development and Delivery

  9. The Model and Instructional Design • Capella’s MSW Program is asynchronous and synchronous via the use of Webinars. • Program Orientation • Team collaboration • Field Education Orientation

  10. The Model and Instructional Design • Classroom Webinars (cross-classroom collaboration) 3 per class minimum. • Faculty Engagement (weekly program meetings) • Professional development and continuing education workshops

  11. Webinar Best Practices • Adobe connect • PGI lines versus recording in the classroom • Time of day offered (Time Zones) • Invitations (course room and program wide emails) • Recording • Head sets (for cell phones and land lines) • Collaboration

  12. Webinar Development • How to prepare the webinar • Prepare your PowerPoint • Convert to PDF • Set up the adobe connect classroom • Set up and connect to PGI conference line • Send out invitations

  13. Application and Example • Example of classroom webinar • Phone line connected • Don’t forget to record • Mute all learners • Don’t forget to end recording (not end meeting) • (Polls, break out rooms, video feeds, private conversations)

  14. Application and Example • Once the meeting is over, access and share the recording.

  15. References Levin, S., Whitsett, D., & Wood, G. (2013). Teaching MSW Social Work Practice in a Blended Online Learning Environment. Journal of Teaching in Social Work, 33(4/5), 408-420. doi:10.1080/08841233.2013.829168 Moore, C., & Signor, L. (2014). Engaging diverse student cohorts: Did someone say completely online? International Journal of Information and Education Technology, 4(4), 364-367. doi:http://dx.doi.org/10.7763/IJIET.2014.V4.431 Noble, D., & Russell, A.C., (2013). Research on Webbed Connectivity in a Web-Based Learning Environment: Online Social Work Education. Journal of Teaching in Social Work, 33. DOI:10.1080/08841233.2013.829167. Sull, E. C. (2014). A 2014 guide to engaging students: It's not your grandfather's online classroom! Distance Learning, 11(1), 67-70. Zoumenou, V., Sigman-Grant, M., Coleman, G., Malekian, F., & Zee, J., (2015). Idenitfying Best Practices for an Interactive Webinar. Journal of Family and Consumer Sciences, 107(2). 62 -69.

More Related