Pandemic pivoting: lessons learned about community-building in a remote BSW context

ABSTRACT

The Remote Learning & Community Building project was designed as a course assignment to provide students with a meaningful opportunity to apply qualitative research methodology to their personal experience of remote learning in an undergraduate social work program. This article reports on student findings, interpretations, and their recommendations to advance social work program community-building efforts in a remote learning context. SHOWeD Method for Photovoice, Community Exhibition and a follow-up, key informant focus group data were analyzed resulting in eight emergent themes: Zoom or Technology-Base, Hope & Positivity, New Normal/Flexibility/Isolation, Health & Wellness, Distractions, Community-Building, and Burnout. Recommendations for enhanced community-building efforts in the remote learning context are provided.

KEYWORDS:

• Learning
• action research
• adult learning
• collaboration
• curriculum
• distance learning
• curriculum development
• e-learning
• experiential learning

Acknowledgments

The author would like to acknowledge the entire SUNY Plattsburgh BSW class of 2022 for their active engagement in this study, as well as Nydia Chisolm, BSW ’22, for her additional research assistance on this project.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. United for Prevention in Passaic County. Facilitator’s toolkit for a photovoice project.

2. The SHOWeD Method uses a series of questions to help draft the photo’s accompanying narrative. It answers the questions: What do we See here? What is really Happening here? How does this relate to Our lives? Why does this situation, concern, or strength exist? What can we Do about it?

Additional information

Notes on contributors

Julie Richards

Julie Richards PhD, MSW is Associate Professor of Social Work at the State University of New York at Plattsburgh.