The Use of Flipped Classroom Technology in Teaching Social Work Research: Promising Results

Autor/inn/en	Bagdasaryan, Sofya; Huynh-Hohnbaum, Anh-Luu
Titel	The Use of Flipped Classroom Technology in Teaching Social Work Research: Promising Results
Quelle	In: Journal of Teaching in Social Work, 42 (2022) 5, S.501-519 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2022.2120157
Schlagwörter	Flipped Classroom; Technology Uses in Education; Social Work; Professional Education; Educational Research; Graduate Students; Intervention; Course Evaluation; Student Attitudes + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Soziale Arbeit; Berufsausbildung; Bildungsforschung; Pädagogische Forschung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten
Abstract	Understanding and applying effective research methods in social work practice is a mandate from both the National Association of Social Workers and the Council of Social Work Education. While research courses are fundamental to ensure that students master the competency needed to meet these expectations, students frequently tend to dread them. The current study was an evaluation of an intervention that used flipped technology (FT). Following the pedagogical model present in the FT literature, students were required to watch videos on course content ahead of class sessions, which then were devoted to application of material via class exercises. Students in a Master's of Social Work (MSW) research class that received the intervention were compared to those in two classes that did not receive the intervention. The goals of the intervention were to increase students' 1) interest in research, 2) beliefs about the importance of research in social work, 3) plans to engage with research after graduation, and 4) research knowledge. The results demonstrated that students in the intervention group did better than the comparison group in all the areas above, except for interest in research (where no differences were found). Implications for social work education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01