RETHINKING REFLECTIVE PRACTICE EDUCATION IN SOCIAL WORK EDUCATION: A BLENDED CONSTRUCTIVIST AND OBJECTIVIST INSTRUCTIONAL DESIGN STRATEGY FOR A WEB-BASED CHILD WELFARE PRACTICE COURSE

Abstract

This article reports on the findings of a formative evaluation of an online competency-based child welfare practice course, paying particular attention to the instructional design principles and features required to promote the learning and enhancement of skill sets for reflective anti-oppressive social work practice. The article begins by differentiating the major forms of instructional design along two main dimensions—objectivism and constructivism—and examines the application of constructivism to the instructional design principles and teaching strategies of the online course. It concludes with the findings of the evaluation and a discussion of the pedagogical implications for social work education.