Student and Faculty Perceptions on Feedback in a Graduate Social Work Distance Education Program

Autor/inn/en	McCarthy, Katherine M.; Wilkerson, David; Ashirifi, Gifty
Titel	Student and Faculty Perceptions on Feedback in a Graduate Social Work Distance Education Program
Quelle	In: Journal of Teaching in Social Work, 42 (2022) 4, S.392-408 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McCarthy, Katherine M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2022.2102103
Schlagwörter	Electronic Learning; Social Work; Academic Achievement; Feedback (Response); Teacher Attitudes; Student Attitudes; Graduate Study; Learner Engagement; Teacher Student Relationship; Distance Education; Public Colleges + Suchen Sie Ihr Suchwort? Soziale Arbeit; Schulleistung; Lehrerverhalten; Schülerverhalten; Aufbaustudium; Graduiertenstudium; Hauptstudium; Teacher student relationships; Lehrer-Schüler-Beziehung; Distance study; Distance learning; Fernunterricht
Abstract	Online social work educators are responsible for fostering high quality academic growth experiences for their students. Feedback instructors provide to students aims to further this goal. The purpose of this study is to understand how social work instructors and students in an entirely online MSW program value instructional feedback. Open-ended survey questions were used to gather instructor and student perspectives. Qualitative analyses revealed similar themes. Faculty felt the main purpose of feedback was to facilitate learning, improve effectiveness of learning, enhance student social work capability, and foster engagement and connection. MSW students felt the main importance of feedback was that it fostered student development, assessed student progress, facilitated interaction and communication with instructor, and clarified misunderstandings. Contrary to the traditional role of feedback in on-the-ground programs, both MSW faculty and students felt that feedback in the online modality not only increased content comprehension but also influenced the student and instructor relationship. This study highlights the need to train faculty to deliver feedback that is consonant with distance education students' desire to experience connection and support as a part of their online education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01