Grievers, Skeptics, Pragmatists, Converts, and Champions: Social Work Educators’ Transition to Online Teaching

References

• Alston, S. T., Moore, C. S., & Thomas, M. (2017). Strategies for enhancing online teaching in social work education. Journal of Human Behavior in the Social Environment, 27(5), 412–423. https://doi.org/10.1080/10911359.2017.1311817.
   Web of Science ®Google Scholar
• Archer-Kuhn, B., Ayala, J., Hewson, J., & Letkemann, L. (2020). Canadian reflections on the Covid-19 pandemic in social work education: From tsunami to innovation. Social Work Education, 39(8), 1010–1018. https://doi.org/10.1080/02615479.2020.1826922
   Web of Science ®Google Scholar
• Baran, E., Correi, A., & Thompson, A. (2011). Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers. Distance Education, 32(3), 421–439. https://doi.org/10.1080/01587919.2011.610293
   Web of Science ®Google Scholar
• Bates, A., & Sangrà, A. (2011). Managing technology in higher education: Strategies for transforming teaching and learning. Jossey-Bass/John Wiley & Co.
   Google Scholar
• Bawane, J., & Spector, J. (2009). Prioritization of online instructor roles: Implication for competency-based teacher education programs. Distance Education, 30(3), 383–397. https://doi.org/10.1080/01587910903236536
   Web of Science ®Google Scholar
• Beetham, H., & Sharpe, R. (Eds.). (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning (2nd ed.). Routledge.
   Google Scholar
• Betts, K., & Heaston, A. (2014). Build it but will they teach?: Strategies for increasing faculty participation & retention in online & blended education. Online Journal of Distance Learning Administration, 17(2), 16–28. https://www.westga.edu/~distance/ojdla/summer172/betts_heaston172.html.
   Google Scholar
• Chang, C., Shen, H., & Liu, E. (2014). University faculty’s perspectives on the roles of e-instructors and their online instruction practice. The International Review of Research in Open and Distance Learning, 15(3), 72–92. https://doi.org/10.19173/irrodl.v15i3.1654
   Google Scholar
• Council on Social Work Education. (2020). 2019 statistics on social work education in the United States. https://www.cswe.org/Research-Statistics/Research-Briefs-and-Publications/2019-Annual-Statistics-on-Social-Work-Education
   Google Scholar
• Davis, C., Greenaway, R., Moore, M., & Cooper, L. (2019). Online teaching in social work education: Understanding the challenges. Australian Social Work, 72(1), 34–46. https://doi.org/10.1080/0312407X.2018.1524918
   Web of Science ®Google Scholar
• Drisko, J. W. (2005). Writing up qualitative research. Families in Society, 86(4), 589–593. https://doi.org/10.1606/1044-3894.3465
   Web of Science ®Google Scholar
• East, J. F., LaMendola, W., & Alter, C. (2014). Distance education and organizational environment. Journal of Social Work Education, 50(1), 19–33. https://doi.org/10.1080/10437797.2014.856226
   Web of Science ®Google Scholar
• Forgey, M. A., & Ortega-Williams, A. (2016). Effectively teaching social work practice online: Moving beyond can to how. Advances in Social Work, 17(1), 59–77. https://doi.org/10.18060/20877
   Google Scholar
• George Washington University. (2019). A comparison of in person and online master’s social work graduates: Findings from a 2018 survey of social work graduates. Health Workforce Institute.
   Google Scholar
• Gibbs, G. (2008). Analyzing qualitative data. Sage.
   Google Scholar
• Haley, K. N. (2010). Wired and tired: The cool and the agony of teaching online. Revista de Asistenţă Socială, 1, 58–63. http://search.proquest.com/scholarly-journals/wired-tired-cool-agony-teaching-online/docview/251338882/se-2?accountid=7398.
   Google Scholar
• Hitchcock, L. I., Sage, M., & Smyth, N. J. (Eds.). (2018). Technology in social work education: Educators’ perspectives on the NASW technology standards for social work education and supervision. University at Buffalo School of Social Work, State University of New York.
   Google Scholar
• Hitchcock, L. I., & Young, J. (2016). Tweet, tweet!: Using live Twitter chats in social work education. Social Work Education, 35(4), 457–468. https://doi.org/10.1080/02615479.2015.1136273
   Web of Science ®Google Scholar
• Kurzman, P. A. (2019). The current status of social work online and distance education. Journal of Teaching in Social Work, 39(4/5), 286–292. https://doi.org/10.1080/08841233.2019.1660117
   Web of Science ®Google Scholar
• Lederman, D. (2019, October 30). Professors’ slow and steady acceptance of online learning: A survey. Inside Higher Ed. www.insidehighered.com/news/survey/professors-slow-steady-acceptance-online-learning-survey
   Google Scholar
• Levin, S., Fulginiti, A., & Moore, B. (2018). The perceived effectiveness of online social work education: Insights from a national survey of social work educators. Social Work Education, 37(6), 775–789. https://doi.org/10.1080/02615479.2018.1482864
   Web of Science ®Google Scholar
• Levin, S., Whitsett, D., & Wood, G. (2013). Teaching MSW social work practice in a blended online learning environment. Journal of Teaching in Social Work, 33(4–5), 408–420. https://doi.org/10.1080/08841233.2013.829168
   Google Scholar
• McCarthy, K., Glassburn, S., & Dennis, S. (2021). Transitioning to online teaching: A phenomenological analysis of social work educator perspectives. Social Work Education, 1–19. https://doi.org/10.1080/02615479.2020.1869206
   Google Scholar
• McFadden, P., Russ, E., Blakeman, P., Kirwin, G., Anand, J., Lahteinen, S., Baugerud, G., & Tham, P. (2020). COVID-19 impact on social work admissions and education in seven international universities. Social Work Education, 39(8), 1154–1163. https://doi.org/10.1080/02615479.2020.1829582
   Web of Science ®Google Scholar
• Moustakas, C. (1994). Phenomenological research methods. Sage.
   Google Scholar
• National Association of Social Workers. (2017). Standards for technology in social work practice. https://www.socialworkers.org/LinkClick.aspx?fileticket=lcTcdsHUcng%3d&portalid=0
   Google Scholar
• Reyes, M., & Segal, E. (2019). Globalization or colonization in online education: Opportunity or oppression? Journal of Teaching in Social Work, 38(4–5), 374–386. https://doi.org/10.1080/08841233.2019.1637991
   Google Scholar
• Richter, R. A. (2019). Reflections of an online social work professor: Illuminating an alternative pedagogy. Journal of Teaching in Social Work, 39(4–5), 344–360. https://doi.org/10.1080/08841233.2019.1636925
   Web of Science ®Google Scholar
• Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. In P. Denicolo & M. Kompf (Eds.), Connecting policy and practices: Challenges for teaching and learning in schools and universities (pp. 5–21). Routledge.
   Google Scholar
• Sawrikar, P., Lenette, C., McDonald, D., & Fowler, J. (2015). Don’t silence “the dinosaurs”: Keeping caution alive with regard to social work distance education. Journal of Teaching in Social Work, 35(4), 343–364. https://doi.org/10.1080/08841233.2015.1068262
   Web of Science ®Google Scholar
• Smith, J. A., Flowers, P., & Larkin, M. (2009). Doing interpretative phenomenological analysis: A practical guide to method and application. Sage.
   Google Scholar
• Smith, W. (2015). Relational dimensions of virtual social work education: Mentoring faculty in a web-based learning environment. Clinical Social Work Journal, 43(2), 236–245. https://doi.org/10.1007/s10615-014-0510-5
   Web of Science ®Google Scholar
• Spitz, J. (2019). The teacher–learner relationship: Considerations for social work in the digital age. Journal of Teaching in Social Work, 39(4/5), 402–413. https://doi.org/10.1080/08841233.2019.1645082
   Web of Science ®Google Scholar
• White, C., & Ding, A. (2009). Identity and self in e-language teaching. In Z. Dornyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 333–349). Multilingual Matters.
   Google Scholar
• Willmet, J., Baynton, M., Groen, J., & Slater, L. (2005). Faculty perspectives in the transition to online teaching. Brock Education, 15(1), 69–81. https://doi.org/10.26522/BROCKED.V15I1.65.
   Google Scholar
• Wingo, N. P., Ivankova, N. V., & Moss, J. A. (2017). Faculty perceptions about teaching online: Exploring the literature using the technology acceptance model as an organizing framework. Online Learning, 21(1), 15–35. https://doi.org/10.24059/olj.v21i1.761
   Web of Science ®Google Scholar
• Young, J., McLeod, D., & Brady, S. (2018). The ethics challenge: 21st century social work education, social media, and digital literacies. The Journal of Social Work Values and Ethics, 15(1), 13–22. https://jswve.org/download/15-2/bookreviews15-2/15-1-Articles/13-The-Ethics-Challenge-15-1.pdf.
   Google Scholar