Fiona McSweeney

Applied E-Learning and E-Teaching in Higher Education

Over the past decade, computer-enhanced learning has increased in demand due to developments in technological aids such as multimedia presentation and the internet. In this age of technology, it is imperative for teachers to consider the importance of technological integration in the classroom. Applied E-Learning and E-Teaching in Higher Education presents international practices in the development and use of applied e-Learning and e-Teaching in the classroom in order to enhance student experience, add value to teaching practices, and illuminate best practices in the area of e-Assessment. This innovative title provides fresh insight into e-Learning and e-Teaching practices while exploring the varying roles of academic staff in adoption and application.

From Humble Beginnings: Evolving Mentoring within Professional Development for Academic Staff.

This paper reports on a research case study into a form of mentoring for teachers in higher education in Ireland with 30 academic staff. It begins with an exploration of the concept and practice of mentoring in the world of higher education professional development; focus will be limited to an overview of the concept of teacher mentoring, an exploration of its various expressions, and identification of facilitative measures that institutions can take to foster teacher mentoring. In theory, mentoring is beneficial for the mentor, the mentee and the organisation. Much of successful facilitating requires not only the transmission of information but also the care and encouragement of individuals to encourage reflective practice. Some problems arose in matching mentors and mentees, with too much of a knowledge/status/experience gap inhibiting and impeding the process. However, the scheme is maximising the best resources that a higher education can have – its own staff. Ultimately, the study discusses the nature of the benefits and considers how might this good idea be more widely adopted and practiced within the field of teacher professional development.

Student, practitioner, or both?:Separation and Integration of Identities in Professional Social Care Education

This paper presents and discusses some of the findings from a qualitative study of identities in work-related learners. The theoretical framework of structural symbolic interactionism is outlined and the two identities of interest, that of student and practitioner, discussed. The aim of professional education is viewed as enabling the practitioner to better deal with ambiguity and change through critical examination of work practices and location of these within theoretical frameworks. It is argued that for knowledge and behaviour to transfer to the work setting, the student and worker identities need to be integrated rather than kept separate. Factors identified as influencing the integration and separation of the social identities of student and social care practitioner are discussed.

‘Moving In’: Difficulties and Support in the Transition to Higher Education for In-service Social Care Students

This paper reports on the difficulties and supports experienced by social care practitioners within the educational institution during their transition to higher education. A life transition such as entering higher education causes stress for individuals and social support is essential in successfully dealing with this stress (Anderson et al., 2012). Fifteen social care practitioners were interviewed twice during and once at the end of their first academic year in college. Findings indicate that participants were reluctant to approach staff for help despite anxiety about classes and assignments. Discussion and debate in class helped learning and contributed to feelings of being valued. ‘Moving in’ was a slow process with a physical and emotional impact for which they were unprepared. Student peers were a source of emotional and cognitive support but developing relationships took time. By the end of the transition phase participants noted changes and gains in themselves and their work practices. Recommendations are made to aid the transition to higher education for in-service social care practitioners.

Supervision of students in social care education: practice teachers’ views of their role

Abstract This paper presents findings from research about how practice teachers in social care education in Ireland view their role, in particular what elements they prioritise and what they see as relatively unimportant. The aim of the research was exploratory, seeking to discover commonalities and differences in how practice teachers saw their role in the supervision of social care students. Q methodology was used to compare the participants’ viewpoints. Twenty practice teachers, from varying practice backgrounds and levels of experience, sorted statements outlining aspects of the practice teacher’s role, during individual interviews. Analysis indicates participants had two ways of conceptualising the role. One focuses within the agency, prioritising students’ awareness of the clients using the social care service and policies as guiding practice. The second encapsulates a broader view of learning beyond the agency, focusing on the practice teacher assisting the student to integrate theory with practice and using reflection as a learning tool. Conclusions are drawn in relation to social care education.

Social care students’ learning in the practice placement in Ireland

ABSTRACT The practice placement is a central component of social care education, being seen as where students develop their practice skills, self-awareness and apply theoretical knowledge. This research reports on social care students’ experiences of their practice placements, in particular how learning was achieved and what helped learning. An interpretivist approach was used in line with the acceptance of the individuality of students’ experiences. A volunteer sample of seventeen students were interviewed individually at the end of their final year in college. The interview transcripts were thematically analysed. Four themes were identified: the need for a balance between autonomy and doing with supervision and observing; the role of all agency staff; the realities of practice and there is always learning. The findings suggest that learning about practice and self occurs in many ways in placement. While supervisors and other staff play a role in assisting student learning by various means participants saw themselves as primarily responsible for their own learning. A key message from this research is that educators cannot regulate everything that happens on placement so students need to be prepared and encouraged to exploit and recognise learning opportunities.

Themes in the supervision of social care students in Ireland: building resilience

ABSTRACT The field placement is core to the education of social care practitioners and practice teachers’ behaviours influence the learning and development of future practitioners. However the practice teacher role is complex with responsibilities to the agency, clients and the student [Davys, A., & Beddoe, L. (2000). Supervision of students: A map and a model for the decade to come. Social Work Education, 19(5), 437–449]. Twenty practice teachers were interviewed individually about their views of their role, in particular what they saw as most and least important. Inductive thematic analysis resulted in the identification of five themes: (1) the nature of the work; (2) acceptance of individuality; (3) commonality and differences from staff; (4) focus on positives and (5) practice involves planning, doing and reflecting. Although resilience was not specifically mentioned the findings indicate that supervisors engage with students to assist their learning in ways that proactively build resilience in line with Grotberg’s [Grotberg, E. (1995). A guide to promoting resilience in children: Strengthening the human spirit. La Haya: Bernard Leer Foundation] model, sending students messages in relation to I have (support, skills and strengths), I am (respected and respectful of others), I can (contribute). This study expands on the literature by informing us how practice teachers interact with students to promote resilience. It is suggested that Grotberg’s model forms the basis of a new paradigm to ensure the development of future resilient practitioners.

Social care graduates’ judgements of their readiness and preparedness for practice

ABSTRACT While research has been conducted on social work graduates’ views of their readiness and preparedness for practice, the views of social care workers have not been specifically researched. This paper reports on the views of social care graduates in Ireland of how ready they are to join the workforce and how their educational programme has prepared them. Two semi-structured interviews were conducted with the same participants. The first was at the end of their final year in college and the second between 9 and 12 months later when they were in employment. Findings indicate that participants, while apprehensive, felt ready for the workforce. Although awareness of the difference between placement and work was apparent, placement was seen as essential preparation. Differences were apparent in judgements of academic modules, suggesting that views on the usefulness of different knowledge types are subjective. Common however was an increasing focus on the usefulness of practical knowledge after time in employment suggesting that, as found in research involving experienced practitioners, the theoretical underpinnings of practice are not emphasised in the workplace. Suggestions are made for educators to maintain an approach to practice that is informed by a body of knowledge beyond specific workplace practices.,