https://orcid.org/0000-0002-4855-1050
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ABSTRACT
Despite the surge in online social work education throughout the last two decades, scholarship examining the pedagogical transition to virtual environments from educators’ perspectives remains nascent. To address this gap, an interpretative phenomenological analysis explored the lived experiences of 17 social work educators across the United States who transitioned from solely on-ground instruction to partially or completely online teaching prior to July 2019. A typological framework emerged from the data that represented the perspectives of Grievers, Skeptics, Converts, Pragmatists, and Champions. Shaped by the convergence of multisystemic forces, these typologies conveyed fresh conceptualizations of roles and identities as educators navigated the digital migration. The framework offers clarity for social work educators as they make sense of their online teaching transitions.
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No potential conflict of interest was reported by the author(s).
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Notes on contributors
Sheila R. Dennis
Dr. Sheila R. Dennis is a senior lecturer at Indiana University School of Social Work. Dr. Katherine M. McCarthy and Dr. Susan L. Glassburn are assistant professors at Indiana University School of Social Work.