In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.

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Design and evaluation of two blended learning approaches: Lessons learned

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.

Innovations in teaching social work research

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Improving argumentative writing: Effects of a blended learning approach and gamification

Academic staff members encourage university students to use online student discussion boards within learning management systems to ask and answer questions, share information and engage in discussion. We explore the impact of anonymity on student posting behaviour. An online survey was completed by 131 second year undergraduate psychology students (91% response rate). Overall, students reported being significantly more likely to post to discussion boards when anonymous posting was enabled than when identified posting was required ( d = .49). Students who preferred to post anonymously were significantly less likely to post on discussion boards requiring identification than other students ( η 2 = .27). The experimental manipulation of anonymous/identified postings using a simulated discussion board thread revealed no significant differences in the perceived credibility of authors of anonymous and identified messages, or in the likelihood of responding to these messages. A combination of individual level factors; including online privacy concern, self-consciousness and self-efficacy; were predictive of the likelihood of making identified postings ( R 2 = .387), but only self-efficacy was a significant unique predictor of anonymous postings ( sr 2 = .05). Educators can consider enabling anonymous postings and providing training to increase student self-efficacy as ways of increasing student engagement through decreasing concerns about self-presentation online.

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"I'd Be So Much More Comfortable Posting Anonymously": Identified versus Anonymous Participation in Student Discussion Boards

E-learning is an evolutionary pedagogy in social work. E-learning technologies transform learning so that it can be synchronous or asynchronous. The author provides a systematic discussion of e-learning and its role in social work education. E-learning appears advantageous as a hybrid or blended venue when used in academia and suitable in various formats for continuing education. Theoretical foundations that support positive learning outcomes should guide delivery. Distance delivery, regardless of the media or technology used, is not by itself a contributing variable in students' achievement. The priority of teaching and learning should be on effectiveness of the learning, regardless of the mode of delivery. Current descriptive research on e-learning can be improved by increasing the rigor of methodology and theoretical considerations. This information is necessary as the profession navigates the best ways to meet the changing needs of social work students and social workers in the field.

The Use of E-Learning in Social Work Education

Two Web-based forums for discussing diversity issues were evaluated as part of graduate social work education. Data included surveys from 91 students as well as aggregate Web use information. Outcomes included perceived learning benefits related to cultural competency, improved relationships and benefits of anonymous vs. identified participation in the forums. We found that (1) 75% of the students reported benefits related to learning cultural competency; (2) just over 60% experienced positive impacts on relationships with classmates; (3) 54% believed anonymity improved honesty during forum dialogues; however, students who participated in the author-identified forums perceived significantly more perceived learning benefits related to cultural competency than those who participated in the anonymous forums; and (4) over one-third of students improved their perceived technological competence as a result of participating in the forums. We conclude that online forums can serve as a useful adjunct to a...

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Papers

Evaluation of Electronic Discussion Forums in Social Work Diversity Education: A Comparison of Anonymous and Identified Participation