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1.
Distance education (DE) in social work programs and studies on its comparable effectiveness with face-to-face education continue to increase. Yet not all faculty are convinced of the results, and this study explores why. Three case studies indicate that reservations center on valuing the process of learning and nonverbal communication. Issues regarding duty of care to families to be served by future social workers primarily educated in a virtual classroom also matter significantly. The trend toward DE may be inevitable, but this does not mean that educators should not voice their concerns; their skepticism has merit, and they have a responsibility to be vocal.  相似文献   

2.
王毓 《煤炭高等教育》2005,23(5):28-29,32
高等学校的成本是教育经济领域一个重要的基本概念,但是在理论研究中一直以来主要重视的是社会和个人教育成本,高等学校作为成本发生主体之一和社会、个人教育成本发生的“媒介”,却较少受到关注.笔者尝试从经济学、会计学及教育学的视角分析我国公办高校成本概念的内涵和外延,为实践操作寻求合理依据.  相似文献   

3.
Abstract

Despite overall increases in college-going, college enrollment rates remain inequitable. Many programs attempt to address these persistent racial/ethnic and social class disparities in college attendance by intervening in the high school curriculum. Advancement Via Individual Determination (AVID) is among the longest standing and prevalent of these college access programs. In this paper, we present findings from a multi-year evaluation and cost analysis of the AVID/TOPS program – an enhanced AVID model – in place in Madison Metropolitan School District (Wisconsin). Taken together, the evaluation’s findings characterize AVID/TOPS as a promising program model that is associated with an increased likelihood for college readiness and matriculation, particularly for student groups underrepresented in higher education. We also report on the resources and costs required to implement the program, and show that the program’s benefits appear to exceed its costs.  相似文献   

4.
This study reports on how the social work education accreditation process is perceived and experienced by a national sample of graduate and baccalaureate social work programs. Respondents, mainly program directors, identify cost and benefits and share problems. Suggestions for how the system can be improved are included.  相似文献   

5.
现实中的社会工作实务是社会工作实践的重要舞台,但作为理论传授和实践指导的社会工作专业教学并没为其提供广阔的天地。很多情况下,社会工作实践特质并没有在教学中得到明显体现。社会工作专业教学过分强调理论说教、忽视实践应用不仅割裂了其理论与实践的统一性,还造成了教学效果的低下;迈向实践特质的社会工作专业教学已成为当务之急,而教学过程的本土化转向正是社会工作实践特质的必然结果。  相似文献   

6.
ABSTRACT

Over the past three decades, social work education gradually has begun to embrace distance education as a viable alternative (and supplement) to traditional face-to-face education. While some feel that social work’s response has been slow, compared to sister professions, it has been explicit, extensive and sure. This paper looks at the current status of social work’s response to emerging online and digital options, and concludes with a look to the future.  相似文献   

7.
This article focuses on the development of education relating to aging in a specific professional education program: social work at the University of Queensland. A brief outline of features of the aged population and services for the aged in Queensland, an Australian state, is given as a background for describing one approach to gerontology education with the University of Queensland social work faculty. The challenges and tasks of curriculum development in relation to gerontology in a generic undergraduate course are described. Specific training in gerontology at a theoretical and practical level is provided through field practicums in an institution for the aged and proposals to extend this to a community‐based practice research program for the aged are outlined. To give a combined approach to social work, current research programs relating to this program — social policy and aging — are described.  相似文献   

8.
In 2017, Elon University became one of very few universities in the United States without a medical school to have an in-house Anatomical Gift Program (AGP). The program accepts first-person-consenting individuals only and within 2.5 years has become self-sufficient, supporting anatomy curricular needs of its physical therapy, physician assistant, and undergraduate biology and anthropology programs (n = 21 donors annually). This paper describes the timeline, costs, and benefits of developing an in-house AGP at a university without a medical school. Policy development, public outreach, equipment needs, and cost benefits are discussed. Within 2.5 years of program opening, the AGP Director delivered 161 educational outreach presentations at 86 different venues across the state providing information on anatomical gifting. The program registered 320 individuals (60% female, 40% male) and enrolled 41 deceased donors (69% female, 31% male; average age of 74.6 at time of registration and 74.8 at donation). During the first seven months of the program, donor preparation costs (with outsourcing for transport/donor preparation/document filing/serology testing/cremation) averaged US$ 2,100 per donor. Over the past 23 months, donor preparation has been completed on site, lowering the cost per donor to US$ 1,260. Other costs include personnel salaries, legal fees, and outfitting of the anatomy laboratory and preparatory room. Program benefits include support of anatomy education on campus, assurance that all donors have given first-person consent, and faculty/student access to donor-determined health, social, and occupational information. Faculty, staff, and students contribute to the daily operations of the AGP.  相似文献   

9.
ABSTRACT

Field education is essential to the development of professional social workers. Despite the significant overlap in social work’s and higher education’s missions and values, there is a scarcity of social work internships specifically in higher education settings. The placement of social work interns in institutions of higher education provides a setting where they can develop new knowledge and skills and increase their capacity to support college students toward academic success. This conceptual article discusses the role of social work in higher education and provides a model social work internship in an opportunity program, including its creation, development, challenges, outcomes, and future direction.  相似文献   

10.
In the context of active development of further education services many universities become interested in engaging students into further education programs. From this perspective, it is extremely important to determine relevant social factors majorly impacting the students’ representation about further education and its role in building and shaping up the motivation to continue education. This study focuses on the analysis of social representation in the processes of motivation of students to acquire further vocational education in course of university studies. This study is based on the results of survey among 452 Russian students. In this work attitude of Russian students to further education was investigated by means of six scales: (1) information awareness of further education programs; (2) social representation about further education (in general, regarding the contents, conditions, cost); (3) representation about required program characteristics and expectations; (4) wish to receive further education in present and in future, as well as bars thereto. In students’ perception four main representations about further education were found. Study results prove that social representations have little effect on students’ intention to receive further vocational education in course of university studies, but the effect is significant in a long-term perspective.  相似文献   

11.
A synchronous blend of online learning and “face-to-face” teaching is becoming a feasible instructional approach in higher education with the advent of technology. Although this learning mode is not new in higher education, little research has been done to contextualise social presence experiences in which effects of interactions were explored for enhancing learning. A qualitative approach was adopted using the case study method to examine the instructor and students’ pedagogic interactions in the social presence of a blended synchronous learning environment. This paper reports an exploration of the blended learning with an online group of students at a remote site attending a computer-aided engineering drawing course synchronously with a face-to-face group taught by an instructor in a laboratory. The process of interaction was visually and verbally mediated by videoconference as if in an online face-to-face learning community. The findings show that the online and face-to-face groups had different social presence experiences in which interaction emerged. Emotional adaptation and practice is needed for the students and the instructor in such a complex environment. Based on the interaction patterns, a framework of interactions in the blended synchronous learning environment is conceptualised to inform course development and instructional design. Implications for further study are also discussed.  相似文献   

12.
ABSTRACT

Distance education (DE) is a constantly evolving and advancing field, and as such, its intellectual network and dynamics need to be investigated and explored. In this regard, this study reviewed a total of 1685 articles and 51,940 references through social network analysis for a bibliometric examination of the DE field. The findings indicate that DE is an interdisciplinary field and part of mainstream education. The progressive knowledge domain analysis revealed that the intellectual roots of DE stem from generic social learning theories, after which DE-related theories began to emerge following the foundation of open universities. The research concludes that there was a paradigm shift that resulted from developments in online networked technologies in the 2000s, at which time DE started to gradually evolve into sixth generation ubiquitous DE.  相似文献   

13.
Introducing the First Hybrid Doctoral Program in Educational Technology   总被引：1，自引：1，他引：0  
In 2010 Michigan State University launched the first hybrid doctoral program in Educational Technology. This 5-year program blends face-to-face and online components to engage experienced, working education professionals in doctoral study. In this paper, we describe the design and evolution of the program as well as the response from students. We outline key programmatic challenges and opportunities in offering a hybrid doctoral program side by side with an existing face-to-face program. We conclude with two examples of the hybrid doctoral program in action (redesigning coursework and virtual talks) to demonstrate how we confronted these challenges and opportunities in the design of the program.  相似文献   

14.
远程教育学习支持服务满意度调查分析   总被引：1，自引：0，他引：1  
远程教育机构关注的焦点在于学生的学。本研究把学习者的满意度作为学习支持服务的衡量标尺,从服务对象出发,展开学习支持服务满意度调查。结果表明,学习者对学习支持服务总体上呈现出比较满意的状态。专业对学生满意度影响较为显著;就地域来看,苏北、苏南区域差异变得不甚明显。研究者认为,必须根据学习者的需求,针对学习支持服务中存在的问题,更新理念,投入更多的人力与物力,为建设开放大学打下坚实基础。  相似文献   

15.
Historically, addiction has been an area in which Canadian social workers have received limited formal education. This reality led to the development of 18 core technical competencies through the auspices of the Canadian Centre on Substance Abuse in 2006. A survey of Canadian schools and faculties of social work found that social work students might obtain a grounding in many of these competencies, however, there was no certainty of this. An option now for those interested in becoming more proficient in this field of addiction is a specialized distance education program developed by McMaster University in Hamilton, Ontario. Along with meeting the majority of the core competencies, there are several other attributes that make this program unique. It offers 27 distinct addiction-specific course options at both an introductory and an advanced level; has continuous enrollment allowing students to begin a course at the beginning of any month; has no minimum course load requirement; and meets the academic requirements for optional certification through the Canadian Addiction Counselors Certification Federation. In a nation like Canada, with a small population spread across a large geographic area, the Addiction Studies Program may serve as a template for offering specialized distance education to enhance professional competencies and thus better prepare social workers to serve community needs.  相似文献   

16.
This paper describes a three-campus collaborative, distributed learning program that delivers social work education to remote rural and desert communities in California via distance learning modalities. This “Pathway Program” provides accredited social work education for a career ladder beginning with advising and developing an academic plan and leading to BSW and MSW degrees. The paper offers assessment data on the Pathway Program and also suggests the potential for major changes in social work education. Questions about the nature of the university, the role of the faculty member, and the future of social work students in the twenty-first century are discussed.  相似文献   

17.
成人学习是一个涉及心理、教育、文化、社会、政治、经济等诸多因素的复杂问题,对成人学习基本信息的采集,是科学规划与实施全民学习项目的前提。我国大陆（不包括港澳台地区）16岁及以上各类成人群体的随机调查显示：我国成人学习的范围和领域十分广泛,学习需求涵盖工作、职业、自我发展以及正在或者将要扮演的社会角色等诸多方面。工学矛盾是影响我国成人学习参与的首要因素,其次是社会角色及其承担的相应责任,再次是当地能否提供适当的学习机会、学习信息、学习时间和地点。学习费用、性别、年龄、地理环境’与地区经济社会发展的不平衡,也是影响成人学习参与的重要因素。总之,我国继续教育和终身学习条件及环境营造等方面还存在诸多不足,成人学习支持服务体系建设情况不容乐观。为了进一步改进成人学习规划与实施工作,相关管理部门、用人单位和教育培翻I机构,应组建或委托专门机构,对我国成人学习状况相关问题展开定期调查;同时,充分考量性别、年龄、地理环境与地区经济社会发展的差异,重视成人工学矛盾和社会角色,兼顾成人多方面学习需求,积极营造有利于成人深度参与的学习环境,建立健全成人学习费用分担机制和成人学习支持服务体系,进一步提高各行各业从业人员继续教育和学习的参与率。  相似文献   

18.
During the past twenty-five years economists have made a substantial contribution to thinking about problems of resource allocation to education and of returns to education. The study of the statistics of costs and expenditures on education, which had been neglected, has advanced. Economists have contributed to three main lines of debate: the relationship of expenditure on education to economic growth, individual and social returns to education, and the role of education in meeting economic needs. The debate has not been conclusive. During the period of rapid economic growth up to 1970 it served to promote increased spending, with changes in its distribution. Since 1970 with slower growth, greater emphasis is being given to problems of democratisation and efficiency in national expenditure patterns. Divergencies in the character of needs for education as between developed and developing countries have raised new problems for analysis by economists and other specialists. The issue of the role of the state in determining the balance between social expenditures and other expenditures in national economic and social development remains central. Economists still have an important contribution to make to the development of cost and finance analysis and to studies of the efficiency of resource allocation to education in order to avoid waste.  相似文献   

19.
Between 2000 and 2009, 243 students in 11 cohort groups participated in the Internet-Based Masters in Educational Technology (iMet) Program. iMet is a hybrid masters program in education with an emphasis in educational technology. Students in the program work collaboratively in a problem-based approach to the integration of technology into instruction. The program completion rates are higher than other online programs and even higher than traditional face-to-face masters programs. In addition, program graduates go on to become successful educational technology leaders. A key to the program’s success is the use of a community of practice model for its participants. An analysis of 78 student course reflections and 92 post-program surveys revealed that the community building strategies used in the program were instrumental in enhancing students’ experiences and boosting program completion rates. This article describes the key strategies used to develop and maintain a successful hybrid community of practice.  相似文献   

20.
Budget constraints and difficulty raising taxes limit school districts from expanding education programming, even when research shows that additional expenditures would generate economic benefits that are greater than costs. Recently, coalitions of private investors, philanthropists, education practitioners, and government finance analysts have emerged to create opportunities to expand education services that promise high rates of social net benefits without raising taxes or reducing other expenditures. These collaborators have a strong interest in obtaining careful estimates of educational program effectiveness. We describe the use of social-impact borrowing to increase access to the Child-Parent Center preschool-to-third grade intervention for at-risk students in the Chicago Public School District. The partners include the city, school district, investors, nonprofit organizations, and a university. The key to the feasibility of social-impact borrowing is the ability to document that early intervention can reduce the need for later special-education services. With the help of private investors and nonprofit organizations, it is possible for public school districts to finance services with funds from private sources and use future cost savings to repay this debt. We discuss how social-impact borrowing is being used in Chicago and in Salt Lake County as the nation's first 2 instances of using pay-for-performance social-impact borrowing to support early education.  相似文献   

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