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ERIC Number: ED567288
Record Type: Non-Journal
Publication Date: 2014
Pages: 90
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-7429-4
ISSN: N/A
Engaging Students in Social Welfare Policy Class Using Wiki Technology
McElveen, Donna M.
ProQuest LLC, D.S.W. Dissertation, Capella University
Social Welfare History and Policy is among the least preferred courses in social work undergraduate education. Social work educators have introduced ideas to make the content more practical by connecting it to service learning or practicum experiences. However, none have reported to have used technological tools to help students interact with the information differently. An action research design was utilized to develop a pedagogical approach to teaching social welfare and policy using Web 2.0 technology, specifically wikis. Instead of using a pedagogy based in lecture, students were responsible for the content of the course. Instead of the professor/expert pushing information to them, they were tasked as the pullers, sorters, analyzers, and sharers of information, thus making them owners of their knowledge. I proposed that students who owned what they learned would use it practically. Twenty-two undergraduate social work students, at a private university, participated in the semester-long study. A mixed methodology was used to gather data about students' opinions, behavior, and experiences. A Pre-test/Post-test questionnaire was used to measure students' behavior and opinions before and after the course. Qualitative measures were used to develop themes related to experience. The data revealed significant changes in students' opinions and behaviors between the pre-test/post-test measures. A number of themes revealed that students enjoyed the collaborative approach and felt responsible for their learning. There was a significant change in their opinion of the course and its content. Exploring this pedagogy provided a technologically relevant way to introduce students to important social work content that is usually seen as historical instead of practical. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A