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Mutual aid in the classroom: An instructional technology application
Abstract
The purpose of the study is to examine the use of instructional technology in creating a mutual aid environment in the classroom. By developing and exploring Internet-based exercises designed to promote interaction in a distance education environment, the authors tested the hypothesis that instructional technology offers opportunities to promote mutual aid among students. This article describes these exercises and presents the results of a student survey about the application of mutual aid in distance education.
... Buying power also stratifies the quality and availability of technology and materials (Rutherford, Gillespie & Richardson, 2004). Designed as what should be a gateway to vocational and socioeconomic progress, teachers in rural sectors of developing nations do not have broad access to the Internet, a portal to a myriad of human and electronic educational resources (Jung, 2005; Proyecto Educacional de Latinoamerica y el Cáribe, 2004;Randolph & Krause, 2002). ...
... Despite assertions of the Internet as a valuable conduit for the spread of social capital, the role of linking social capital (vertical influences from outside the potential adopter's society) might be considered by this study's respondents to be too far removed to exercise influence which promotes trust and interaction. Randolph and Krause (2002) underscored the need for students to provide mutual aid in learning how to utilize technology, which can be clearly redefined as a source of social capital in networks. They specifically pointed up the importance of helping social work students to become comfortable with Internet processes and computer hardware as a prerequisite for online learning: ...
... PGI findings tied to research question 3 which described the need for support of peers tied to support of experts were also underscored by prior research of Randolph and Krause (2002). Those researchers emphasized the important role students can plan in providing mutual aid in learning how to utilize technology. ...
This qualitative study examined the influence of social capital upon Internet usage by Guatemalan English teachers in the rural, indigenous community of San Lucas Toliman. The purpose was to improve enrollment and persistence in online teacher professional development programs supported by the Fundación Rigoberta Menchú Tum. Woolcock’s concepts of bonding, bridging, and linking social capital were united with Rogers’ theory of perceived attributes to ascertain why only a few teachers had completed free online coursework. The research questions addressed teacher concerns about using the Internet, teacher satisfaction with Internet resources, and social influences upon Internet usage.
The participatory rural appraisal (PRA) method was employed. A culturally sensitive native speaker interviewed a purposive sample of teachers. In accordance with PRA analysis procedures, representative interview statements were sorted, prioritized, and discussed by a team of community educators to generate findings. Findings indicated that interest in engaging through the Internet and receiving specialized introductory support (bridging social capital) in groups (bonding social capital) was high. Findings also indicated that salary level (linking social capital) and family time demands (bonding social capital) were barriers to attending a community technology center or Internet café. Findings reinforced the community’s support for the design of online coursework leading to salary points and college credits. This study demonstrates how organizations can promote community-driven research collaborations to facilitate teachers’ Internet usage in remote sectors of the developing world.
... 37). Mutual support among students or "communities of learners," (Pringle, 2002) has long been considered beneficial in social work education (Randolph & Krause, 2002;Wulff, Nyquist, & Abbott, 1987). In a qualitative study, Wegerif (1998) found that students' sense of community affected their success in the course. ...
... Engagement and support in a community of learners contributes to positive teaching and learning. Studies have shown that engagement and support in a community of learners is beneficial, providing a safe environment for learning and collaboration (Bonk & Cunningham, 1998;Chickering & Gamson, 1987;Kuh, 2002;Randolph & Krause, 2002;Wegerif, 1998;Wulff, Nyquist, & Abbott, 1987). It is a potentially useful method to learn the best ways to assess and transform the learning community. ...
Recently, higher education has focused on “learning communities.” This
study examines a process in which students create expectations for their community of learners. The expectations provide the basis for assessment of students and the
program. Across three cohorts, common themes arise. The major themes from students’ expectations of faculty are that faculty should be organized, use a variety of
teaching methods, and provide mentoring. Students primarily want their peers to
participate actively and constructively in class, have academic honesty, and contribute to class in a civil, respectful manner . Study findings indicate that students are
empowered in finding their collective voice and holding each other accountable for
classroom community. Using the transformative power of a learning community to
improve both student classroom behaviors and faculty teaching appears to be a
promising practice.
... In conjunction with these features, it tasks educators to contend with the same things we ask of students with their clients: putting theory into practice, collaboration, practicing mutual empathy, and envisioning a new path forward amidst suffering. To highlight the potential contributions of anarchist pedagogy, I will provide a brief introduction of social anarchist thought that will lead to key components of anarchist pedagogy that naturally fit into counselor education: direct democracy (Williams, 2020), mutual aid (e.g., Randolph & Krause, 2002), dual power (Gordon, 2007), and praxis (Freire, 2018). The article includes examples of how to infuse anarchist pedagogy into counselor education and concludes with potential barriers and next steps for creating an anarchist counselor education pedagogy. ...
... For example, Douville's study of mutual aid learning communities (2013) was the only study in this paper to include a sample of learners that included primarily those who identify as African American. Studies of collectivist vs. individualistic cultural styles is mixed in the U.S. (Vargas, and Kemmelmeier, 2013), and Douville cites other studies focusing on the use of learning communities and mutual aid to promote knowledge-building that do not break down their results by ethnicity and heritage (Randolph and Krause, 2002;Reeves and Reeves, 2008). Given that many of the studies of pedagogy amongst online/blended social work practice courses did not include results regarding this learner characteristic, it would be useful for future studies to explore if the use of mutual aid communities influences online/blended with learners from differing ethnic and heritage groups. ...
The purpose of this study was to examine the underlying factors supporting acquisition of knowledge, skills and awareness (KSA) in online/blended social work practice courses. Reports of KSA development in online/blended social work practice courses continue to be published in the professional literature. However, the broad scope of the reported instructional methods has resisted in-depth systematic reviews. Emerging instructional practices related to digital education, and the mechanisms and contexts that provide the foundation for these practices, were explored using a realist synthesis design. Systematic use of discussion board activities was the pattern that most consistently contributed to learner development of KSAs. A combination of networked learning, social constructivism, and scaffolding provided the theoretical perspective used in this analysis. 3 Acknowledgements Many thanks to Jen Ross for her guidance and patience in helping me develop the ideas and structure for this dissertation. Thanks also to Hamish McCloud for many thoughtful and inspiring discussions.
... The classroom can be viewed as a group (Shulman, 1987). Most of the social work pedagogy literature frames mutual aid as a way to bring students together to benefit each other's learning (e.g., Douville, 2013;Randolph & Krause, 2002). For example, being a part of and contributing to a group can offer insights on how to best lead a group. ...
Community colleges are characterized by serving an incredibly diverse student population. Many community college students have unmet basic needs, as many as 61% of students by some accounts. Within this practice brief, I outline how mutual aid could be used pedagogically within the community college classroom to (a) address students’ unmet basic needs and (b) engage students in critical pedagogy to cultivate a deeper understanding of why those basic needs are unmet in the first place, thereby equipping students with the knowledge and skills needed to address and redress the systems and forces that create and perpetuate basic needs insecurity.
... A limited number of human service faculty are currently engaging in cutting edge initiatives using the full range of web-based tools available (Moore, 2005). Instead, most research on instructional interventions in human services coursework focuses on web-enhanced or blended approaches that integrate e-mail, listservs, chatrooms, and internet searches (Frey, Yankelov, & Faul, 2003;Randolph & Krause, 2002). At the same time, human service educators are predicting that future academic challenges will include technology with the expectation that technology will have an even greater impact over the next decade (McClam, Woodside, & Cole-Zakrzewski, 2005). ...
Human service educators constantly struggle with how to best teach students the communication skills required of entry-level human service professionals. While teaching such skills is easier in a traditional face-to-face environment, teaching communication skills via distance learning presents its own challenges. Developing interactive web-based learning environments to teach helping skills may solve this dilemma. This article describes a pilot study of three web-based environments. The interactive environment assigns learners to serve as helpers while an animated agent portrays a client. A modeling environment has participants observing a client- helper interaction between two agents. The helper-client script environment presents a text- based script. Data collected to assess skill acquisition and usability indicate improvement in skills and positive user perceptions in all three environments.
... Problems evident in existing studies include: focusing on student satisfaction or attitudes toward technology (Cauble & Thurston, 2000;Falaron, 1995;Hick, 1999a;Kelley, 1993;McFall & Freddolino, 2000;Miller-Cribbs & Chadiha, 1998;Morgan, 1996;Panos, Panos, Cox, Galbraith, & Matheson, 2002;Petracchi, 2000;Schoech, 2000;Seabury, 2002;Seabury & Maple, 1993;Stocks & Freddolino, 1998;Thyer, Artelt, Markward, & Dozier, 1998;Thyer, Polk, & Gaudin, 1997;Weinbach, Gandy, & Tartaglia, 1984;Wernet, Olliges, & Delicath, 2000) rather than learning outcomes; the use of nonequivalent comparison groups and subsequent lack of control of confounding variables (Coe & Elliott, 1999;Faux & Black-Hughes, 2000;Finnegan & Ivanoff, 1991;Forster& Rehner, 1998;Freddolino & Sutherland, 2000;Hollister & McGee, 2000;Johnson & Huff, 2000;Huff, 2000;Kelley, 1993;Kleinpeter & Potts, 2002;Ligon, Markward & Yegidis, 1999;Panos, Panos, Cox, Galbraith & Matheson, 2002;Patchner, Petracchi & Wise, 1998;Petracchi, 1998;Petracchi & Morgenbesser;Petracchi & Patchner, 2000;Randolph & Krause, 2002;Seabury, 2002;Thyer, Polk & Gaudin, 1997); descriptive designs (e.g., Coe & Elliott, 200l;Hick, 2002;Latting, 1994;Morgan, 1996); measurement problems (e.g., Coe & Elliott, 1999;Forster & Rehner, 1998;Latting, 1994;Patchner, Petracchi & Wise, 1998;Petracchi & Morgenbesser, 1995); researcher bias (e.g., Ligon, Markward & Yegidis, 1999;Petracchi & Patchner, 2000;Schoech, 2000); and, overstepping the data through overgeneralization from anecdotal or descriptive evidence. ...
Research on the use of technology in social work education is underdeveloped and neither well designed nor comprehensive. Assertions about its effectiveness are premature. More critical analyses and rigorous research needs to be conducted on the use of technology in social work education to determine what kind of technology works best with what kind of student and what kind of course. This article presents and evaluates the existing research on the use of technology in social work education. An appendix at the end of the article summarizes the studies in this review, illustrating the type of technology, research design, study limitations, courses offered and conclusions of the researchers.
In his book, Paweł Rudnicki presents an in-depth analysis of the experiences of volunteers engaged in humanitarian aid at the Main Train Station in Wrocław during the Ukrainian refugee crisis in March and April 2022. As both a volunteer and a researcher, Rudnicki combines personal experiences with a scholarly approach to delve into the motivations, experiences, and impacts of volunteering on the lives of those involved. This work highlights the importance of self-organization, informal learning, and community building in unusual circumstances. Based on detailed field research, including interviews with volunteers, the book is a significant contribution to understanding the phenomenon of humanitarian aid in crisis situations, showcasing both the challenges and satisfaction derived from this form of social engagement.
W książce "Kto jak nie my" Paweł Rudnicki prezentuje dogłębną analizę doświadczeń wolontariuszy zaangażowanych w pomoc humanitarną na Dworcu Głównym we Wrocławiu w trakcie kryzysu uchodźczego z Ukrainy w marcu i kwietniu 2022 roku. Jako wolontariusz i badacz, Rudnicki łączy osobiste doświadczenia z naukowym podejściem, by zgłębić motywacje, doświadczenia i wpływ wolontariatu na życie osób w nim uczestniczących. Praca ta podkreśla ważność samoorganizacji, nieformalnego uczenia się i budowania wspólnoty w nietypowych okolicznościach. Książka bazuje na szczegółowych badaniach terenowych, w tym na wywiadach z wolontariuszami, i stanowi ważny wkład w zrozumienie zjawiska pomocy humanitarnej w sytuacjach kryzysowych, ukazując zarówno wyzwania, jak i satysfakcję płynącą z tej formy zaangażowania społecznego.
Given the growing prevalence of technology-based instruction, social work faculty need a clear understanding of the strengths and limitations of these methods. We systematically examined the evidence for technology-based instruction in social work education. Using comprehensive and rigorous methods, 38 articles were included in the review. Of these, 23 employed Web-based strategies, 12 employed interactive television-based strategies, and three combined both methods. Among the studies, there was a wide range of samples, content areas, measures, and data analyses. Results found that 84.2% of the studies reported that technology-based pedagogical methods produced academic outcomes equivalent or superior to traditional methods. Despite limitations, this body of evidence supports the continued use of technology in social work education as an alternative to classroom education. Future directions include the need for higher quality research and further investigations of specific issues relating to content, student subpopulations, and measures.
The Fundación Rigoberta Menchú Tum and the researcher collaborated to identify the influences of bonding, bridging and linking social capital upon teacher Internet usage in the rural Guatemalan town of San Lucas Toliman. The Participatory Rural Appraisal was employed to draw upon community perspectives for identifying the study problem, designing interview questions, and evaluating data, with the researcher in the role of facilitator. Of 34 teachers invited to participate in online coursework free of charge, only 5 completed it. Among them, 20 were interviewed by a native Spanish speaker, and 42 local community educators synthesized interview responses into recommendations for improving local engagement of teachers in online learning. Bonding and bridging social capital influences of family, friends, technology experts and school administrators were shown to levy significant positive and negative effects upon teacher decisions to use the Internet in a region challenged by inadequate buying power, and limited telecommunications infrastructure.
This chapter presents a synopsis of the Blackboard Learning System (BLS), highlights how the BLS has been used in college campuses, and describes the uses of Blackboard tools based on author's experience in California State University, Long Beach for graduate level courses. Also, this chapter reflects on the author's experiences in developing and facilitating online classroom groups by using Blackboard tools. Topics discussed include the use of electronic bulletin board and virtual chat in creating online classroom groups. Group dynamics and procedures such as group formation, membership, cohesion, the roles of facilitators, and interaction patterns are summarized. The classroom group interaction pattern is discussed using sample online postings. The author describes how Teaching and Learning Cycle (TLC) framework is enhanced with the integration of the Blackboard tools for course management, interaction, and assessment of student progress in learning. Finally, this chapter concludes with advantages, recommendations, and future trends.
In this paper, we look at the communities and groups where engineering students work and learn outside the classroom, ranging from study groups to design project teams to professional society communities. Among four diverse institutions, we evaluate which academic communities, groups, or teams students participate in and when asked, which they tend to speak about more than others. We also probe more deeply into how and why the most effective teams or groups work for students. In a mixed methods approach, our quantitative (survey) data first show which academic communities students participate in and how active they are in these communities. Our qualitative data (interviews and focus groups) then explain how the most influential communities work for students. Our results show that while students reported participating at various levels, ranging from minimally to very active, in a broad range of academic groups available through their home departments and colleges, most (53%) are active or very active in laboratory groups and a large number (42%) are active or very active in informal study groups. In follow up interviews and focus groups, students also chose to discuss their experiences in study groups (83%) or lab groups (82%) but also commented frequently on their participation in professional societies. Of these students, most (87%) found benefit in participating in these groups, and a majority of the students (72%) felt that they benefitted in ways related to operating within the group as an integral part of the team. Most students stressed the social learning provided by the group as compared to a single individual working alone.
This article presents the results of a content analysis of MSW group work course syllabi in an effort to better understand the extent to which mutual aid and group conflict, two important dimensions of social group work, are included and featured as prominent elements in MSW-level group work instruction.
Research anxiety significantly declined in a diverse sample of 59 MSW students in their first-year hybrid online research course in which the instructor used an array of innovative educational techniques empirically proven to reduce this phenomenon. The pretest/posttest study, the standardized survey instruments used, and a summary of these techniques are described. This approach offers a way to help students overcome their fears, develop confidence in their abilities, and master basic components of research methodology, which, in turn, may increase the likelihood that they will participate in evidence-based practices and other research-related activities after they graduate.
This paper presents a model for using technology to help fulfill the Council on Social Work Education requirement for international content in the social work curriculum. The literature on including global content and using Web-based technology in social work education is reviewed. Special considerations for international Web-based discussions are discussed. Recommendations are made for how this model can be used in other social work curriculum areas including child welfare, advanced policy, mental health, and human behavior in the social environment courses.
Minimal social work literature exists concerning team-teaching, and even less exists on its impact on student learning. This article presents qualitative findings from a study that examined the team-teaching of core human behavior in the social environment (HBSE) curriculumby two social work faculty in a CSWE-accredited baccalaureate social work department during a single semester. Data suggest that while team-teaching a university course such as HBSE can be beneficial for both students and participating faculty, problems may emerge if precautions are not taken. Benefits and challenges are discussed, and recommendations are made as to how prospective team instructors should proceed in this endeavor.
Creating, delivering, and evaluating a pilot course in two countries and at two universities via Blackboard 6 presents pedagogical, cultural, and technological challenges as well as many rewards. The developmental process and negotiations required by both universities to bring the course to fruition are explored, including faculty workload, interactivity requirements connected to the course and credit assignment. The concepts of community building and cultural awareness are explored from faculty and students perspectives. Evaluation by the students and next steps from the developers' perspectives are important components supporting the efficacy of this approach.
This article reviews the innovations in teaching research in social work education, including conceptual material and specific examples. There is attention to the ideological differences inherent in research and its instruction, methodology/technology innovations, and integrative and group approaches, among other developments. Examination of three major models of research instruction and their assumptions about the purpose of research in social work is presented. Discussion about ethical codes and curricular guidelines for social work programs in the United States and the United Kingdom provides a framework to understand the importance of teaching and learning research for the social work profession.
The promotion of mutual aid has special value to seminars for new supervisors of trainees. Sharing the benefits, potential strains, and demands in the assumption of this role facilitates a smooth progression toward increased professional competence. This socialization process is enhanced by the provision of adequate support through the processes of mutual aid. Challenges and obstacles to mutual aid in these seminars relate to the intrinsic difficulties regarding fears of discomfort and exposure, desire for an expert to emerge, and challenges in maintaining a balance between didactic teaching methods and mediation of group processes that promote mutuality, collaboration, and reciprocity. Illustrations provide guidance to seminar facilitators, create a foundation for understanding these processes, and promote recognition of opportunities for the enhancement and maximization of mutual aid.
As more universities and other places of higher learning respond to the changing needs of the community-bound learner, new technologies are being harnessed to shift the delivery of historically “classroom-bound” programs to alternate and more universally accessible formats. This article describes how an online course uses interactive exercises to engage students in mutual exploration of cross and/or interdisciplinary work. The course serves students from various professional schools, including social work, child and youth care, nursing, and education. Through the use of online discussion and case-study role-plays, it facilitates an experiential learning environment that is reflective of the student's own practice in a learning setting.
Students taking a class together belong to a group where members typically develop a sense of connection to each other by engaging in mutual support and assistance through shared experiences and knowledge. Some have argued that the lack of face‐to‐face interaction precludes such processes and prevents the effective teaching of social work in an online environment. When online students were asked what they liked most and least about their classes, one‐third of the responses referred to ideas that reflected interactions among students and with faculty. These comments were evaluated in the context of Shulman's (199920.
Shulman , L. 1999 . The skills of helping individuals, families, groups and communities , Itasca, IL : Peacock . View all references) processes of mutual aid. This exploratory study suggests that despite a lack of face‐to‐face contact, mutual aid is relevant to online students and could be used to strategically enhance the delivery of course content in an online environment and facilitate a sense of connection among students.
The literature on Web-based education reflects a paradigm shift as hundreds of colleges and universities are offering online courses. This paper provides an overview of the current literature on Web-based education, including frameworks for analysis. Key publications on Web-based education in social work and human services are presented. Attention is given to the theoretical perspectives relevant to Web-based education such as adult learning theories and the shift to a constructivist approach. This paper concludes with a discussion on related issues such as evaluation, leadership, emotional aspects of Web-based instruction, and teaching practice skills through Web-based technology.
The advent of the twenty-first century has brought a proliferation of web-based courses in higher education. While prior studies have examined the comparability of online and traditional courses, a better understanding of effective pedagogical strategies to enhance online learning is needed. This study compared two distinct approaches to facilitating discussions in relation to participation rates, interaction patterns, depth of cognitive processing, and learning outcomes in two sections of an online course. Significant differences were found between sections (N = 41) in the frequency and types of interaction among students as well as in learning outcomes.
This article addresses the dearth of research utilizing a quasi-experimental design and student performance measures in assessing web-assisted instruction in social work undergraduate practice courses. Social work students were randomly placed into two sections of a practice course. The experimental section (n = 18) students received 50% of course lectures with web-assisted instruction while the comparison class (n = 18) received identical lectures delivered in traditional face-to-face format. There were no statistically significant differences on assignments, the midterm exam and a final videotaped exam project between the two sections. These results suggest students in an undergraduate social work practice course learn similarly regardless of course format.
An Internet-based instructional module was developed using Netscape 2.0 as the graphical interface. The content concerned
Bayesian probabilities and expected outcomes associated with the use of urine drug screens. JavaScript enabled interactive
calculations of outcome probabilities given a selected set of parameters, and AppleScript and Claris Filemaker Pro monitored
and recorded student activity and progress. The module was initially used in an undergraduate class on alcohol and drugs and
subsequently evaluated on a sample of undergraduates. Student response was favorable, and student learning assessed by performance
on an exam was good. Students who described themselves as not computer literate did not particularly enjoy the experience,
although they performed as well as others on the test. The success of this demonstration project has led to more ambitious
implementations, particularly those that monitor student activities and provide intelligent feedback.
Based on two years of experience with a distance MSW program, the authors present an evolving model for the development, management, and evaluation of distance education graduate programs that use interactive video technology. The model includes five core components: (a) accreditation standards compliance, (b) resource requirements, (c) curriculum adaptation, (d) faculty development, and (e) program evaluation. While not an exhaustive listing, these components are advanced as central to the effective planning and administration of distance education programs in social work.
This article discusses challenges that educators face in attempting to develop culturally competent social workers who understand the dynamics of oppression and embrace a commitment to promoting social justice. An educational model is described, focusing on the use of an interactive Web forum aimed at providing a safe vehicle for student dialogue. Usage patterns of the website are summarized and data from student evaluations are analyzed. The authors provide recommendations based on evaluating the use of computer technology to meet the challenges inherent in teaching and learning processes related to combining cultural diversity and societal oppression content.
This article describes the wide range of roles developed as part of a distance education program, with an emphasis on the importance of students' relationships with the people in these roles—a critical and controversial aspect of the new “electronic classroom” (Treagust, Waldrip, & Horley, 1993). Analysis based on data collected from on- and off-campus students, faculty, and staff indicates that many types of relationships among individuals involved in a distance education program are important in creating a positive learning environment.