780
Views
2
CrossRef citations to date
0
Altmetric
Original Articles

Technology-Enhanced Active Learning Classrooms: New Directions for Social Work Education

Pages 294-305 | Accepted 08 Feb 2018, Published online: 01 May 2019

References

  • Abell, M. L., & Galinsky, M. J. (2002). Introducing students to computer-based group work practice. Journal of Social Work Education, 38(1), 39–54. doi:10.1080/10437797.2002.10779081
  • Allwardt, D. E. (2011). Writing with wikis: A cautionary tale of technology in the classroom. Journal of Social Work Education, 47, 597–607. doi:10.5175/JSWE.2011.200900126
  • Bean, J. C. (2011). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. Hoboken, NJ: Wiley.
  • Beichner, R. (2011). Frequently asked questions. Retrieved from http://scaleup.ncsu.edu/FAQs.html
  • Beichner, R. (n.d.). Student-centered active learning environment with upside-down pedagogies (SCALE-UP). Retrieved from http://www.pkallsc.org/assets/files/NorthCarolinaStateUniversity-SCALE-UP.pdf
  • Braun, K. L., Cheang, M., & Shigeta, D. (2005). Increasing knowledge, skills, and empathy among direct care workers in elder care: A preliminary study of an active-learning model. The Gerontologist, 45, 118–124.
  • Braun, R., Catalani, C., Wimbush, J., & Israelski, D. (2013). Community health workers and mobile technology: A systematic review of the literature. PLoS ONE, 8(6), 1–6. doi:10.1371/journal.pone.0065772
  • Brooks, D. C. (2010). Space matters: The impact of formal learning environments on student learning. British Journal of Educational Technology, 42, 719–726. doi:10.1111/j.1467-8535.2010.01098.x
  • Cramer, E. P., Ryosho, N., & Nguyen, P. V. (2012). Using experiential exercises to teach about diversity, oppression, and social justice. Journal of Teaching in Social Work, 32, 1–13. doi:10.1080/08841233.2012.637463
  • Dommeyer, C. J., Baum, P., Hanna, R. W., & Chapman, K. S. (2004). Gathering faculty teaching evaluations by in-class and online surveys: Their effects on response rates and evaluations. Assessment & Evaluation in Higher Education, 29, 611–623. doi:10.1080/02602930410001689171
  • Fisher, K. (2010). Technology-enabled active learning environments: An appraisal. Melbourne, Victoria, Australia: Organization for Economic Co-Operation and Development.
  • Fournier, J., Hornby, A., & Richards, L. (2014). Active learning in Odegaard library: Report on Year 1 of UW’s first active learning classrooms. Retrieved from http://www.lib.washington.edu/ougl/learning-spaces/active-learning-classrooms/FinalALCReportYear1.pdf
  • Frey, A., Faul, A., & Yankelov, P. (2003). Student perceptions of web-assisted teaching strategies. Journal of Social Work Education, 39, 443–457. doi:10.1080/10437797.2003.10779148
  • Holmes, M. R., Tracy, E. M., Painter, L. L., Oestreich, T., & Park, H. (2015). Moving from flipcharts to the flipped classroom: Using technology driven teaching methods to promote active learning in foundation and advanced masters social work courses. Clinical Social Work Journal, 43, 215–224. doi:10.1007/s10615-015-0521-x
  • Kahler Slater. (2014). Active learning classrooms: Incorporating today’s educational trends. Retrieved from http://www.kahlerslater.com/content/pdf/Kahler_Slater_ALC_Whitepaper.pdf
  • Keengwe, J., & Onchwari, G. (2016). Handbook of research on active learning and the flipped classroom model in the digital age. Hershey, PA: IGI Global.
  • Lundahl, B. W. (2008). Teaching research methodology through active learning. Journal of Teaching in Social Work, 28, 273–288. doi:10.1080/08841230802179373
  • Massachusetts Institute of Technology iCampus. (n.d.). TEAL—technology enhanced active learning. Retrieved from http://icampus.mit.edu/projects/teal/
  • Morgenshtern, M., Freymond, N., Agyapong, S., & Greeson, C. (2011). Graduate social work students’ attitudes toward research: Problems and prospects. Journal of Teaching in Social Work, 31, 552–568. doi:10.1080/08841233.2011.615287
  • National Association of Social Workers. (2017a). Code of ethics. Retrieved from https://www.socialworkers.org/LinkClick.aspx?fileticket=ms_ArtLqzeI%3D&portalid=0
  • National Association of Social Workers. (2017b). NASW, ASWB, CSWE, & CSWA standards for technology in social work practice. Retrieved from https://www.socialworkers.org/includes/newIncludes/homepage/PRA-BRO-33617.TechStandards_FINAL_POSTING.pdf
  • Nulty, D. D. (2008). The adequacy of response rates to online and paper surveys: What can be done?. Assessment & Evaluation in Higher Education, 33, 301–314. doi:10.1080/02602930701293231
  • Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93, 223–231. doi:10.1002/jee.2004.93.issue-3
  • Radcliffe, D. (2008). Pedagogy-space-technology (PST) framework for designing and evaluating learning places. In D. Radcliffe, H. Wilson, D. Powell, & B. Tibbetts (Eds.), Learning spaces in higher education: Positive outcomes by design (pp. 9–16). St. Lucia, Australia: University of Queensland.
  • Reamer, F. (2013). Social work in a digital age: Ethical and risk management challenges. Journal of the National Association of Social Workers., 58, 163–172. doi:10.1093/sw/swt003
  • Reamer, F. (2015). Clinical social work in a digital environment: Ethical and risk-management challenges. Clinical Social Work Journal, 43, 120–132. doi:10.1007/s10615-014-0495-0
  • Rutherford, G. E., Walsh, C. A., & Rook, J. (2011). Teaching and learning processes for social transformation: Engaging a kaleidoscope of learners. Journal of Teaching in Social Work, 31, 479–492. doi:10.1080/08841233.2011.614206
  • Tabachnick, B. G., & Fidell, L. S. (2012). Using multivariate statistics (6th ed.). Boston, MA: Pearson.
  • Thagard, P. (2010, July 9). Banning laptops in the classroom, Psychology Today, Retrieved from http://www.psychologytoday.com/node/45155
  • Thompson, B. W. (2016). The connected classroom: Using digital technology to promote learning. In D. M. Billings & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (pp. 324–341). St. Louis, MO: Elsevier.
  • University of Minnesota. (2018). Annual reports and survey. Retrieved from https://classroom.umn.edu/about/annual-reports-and-survey
  • Wang, M., Shen, R., Novak, D., & Pan, X. (2009). The impact of mobile learning on students’ learning behaviours and performance: Report from a large blended classroom. British Journal of Educational Technology, 40, 673–695. doi:10.1111/j.1467-8535.2008.00846.x
  • Whiteside, A. L., Brooks, D. C., & Walker, J. D. (2010). Making the case for space: Three years of empirical research on learning environments. Educause Quarterly, 33(3), 11.
  • Wolfson, G. K., Marsom, G., & Magnuson, C. W. (2005). Changing the nature of the discourse: Teaching field seminars online. Journal of Social Work Education, 41, 355–361. doi:10.5175/JSWE.2005.200300346

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.