Innovating Practices to Prepare Students for Graduate School: Lessons from a Social Work MOOC

Autor/inn/en	Richards-Schuster, Katie; Ruffolo, Mary; Hiltz, Barbara
Titel	Innovating Practices to Prepare Students for Graduate School: Lessons from a Social Work MOOC
Quelle	In: Journal of Social Work Education, 55 (2019) 2, S.314-326 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.1080/10437797.2018.1548986
Schlagwörter	Educational Innovation; Educational Practices; Social Work; Online Courses; Intervention; Educational Benefits; Cost Effectiveness; Curriculum Development; Curriculum Implementation; Electronic Learning; Pilot Projects; Course Content; Public Colleges; Instructional Leadership; Student Needs; Course Evaluation; Graduate Students; Institutional Role + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Bildungspraxis; Soziale Arbeit; Online course; Online-Kurs; Bildungsertrag; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Pilot project; Modellversuch; Pilotprojekt; Kursprogramm; Instruction; Leadership; Bildung; Erziehung; Führung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	This article describes the implementation of a massive open online course (MOOC) developed by a school of social work and piloted in the incoming 2016 MSW class (N=397). Using implementation science as a framework, we describe the MOOC as an intervention for preparing students for graduate school and share findings from the pilot evaluation. We argue that MOOCs can represent an innovative approach for other schools of social work, but our lessons learned suggest that they also require resources, time investment, organizational support, and understanding of the implications for students and the school. Future questions for research include examining the long-term benefits of MOOCs to students, their broader application, and the cost-benefit analysis for schools interested in developing MOOCs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01