Technology-Enhanced Practice Courses and Collaborative Learning in Distance Education

ABSTRACT

This article describes the use of a research-based teaching model using digital technology to enhance self-efficacy and group work practice skills in an undergraduate social work course. Our project focused on the development of group leadership interactional skill training for undergraduate social work students. We present pedagogical and theoretical approaches explaining a teaching model, which is designed to utilize digital technology and collaborative learning strategies in Interactive Video Connected (IVC) and traditional face-to-face classrooms. We explore how the teaching model impacts student perception of self-efficacy regarding group work practice skills.

KEYWORDS:

• Collaborative learning
• digital technology
• teaching model

Notes

The items were created based on concepts described in Toseland & Rivas (2012).