Strategies to use online forums to teach social work students critical reflection

Sharif Haider

doi:10.1921/jpts20242220

Authors

Sharif Haider Open University, Milton Keynes https://orcid.org/0000-0002-9333-8240

DOI:

https://doi.org/10.1921/jpts20242220

Keywords:

critical reflection, critical social theory, distance learning, higher education, online forums, reflection, social work education

Abstract

Without critical reflection, social work students would struggle to improve their social work practice. This skill is thus regarded as a significant aspect of social work training. The literature on social work covers the importance of critical reflection and presents a number of frameworks for how to reflect critically, but how this skill should be taught given its complexity and sensitivity has not been investigated, in particular as regards distance learning students. This skill is essential not only for students’ academic work but for their whole careers. This paper therefore presents a research study that explores strategies used by social work tutors in online forums to teach critical reflection at a distance. The participants were 15 tutors from a distance learning social work course in England who applied a number of teaching techniques to engage their distance learning students in becoming critically reflective. This research suggests that the role of tutors is pivotal in enabling social work students to acquire the skill of critical reflection. They play a number of roles in supporting students academically, emotionally and practically, acting as facilitators, educators, assessors, guides, mentors and coaches. The paper concludes with a discussion of the practical implications.

Author Biography

Sharif Haider, Open University, Milton Keynes

Without critical reflection, social work students would struggle to improve their social work practice. This skill is thus regarded as a significant aspect of social work training. The literature on social work covers the importance of critical reflection and presents a number of frameworks for how to reflect critically, but how this skill should be taught given its complexity and sensitivity has not been investigated, in particular as regards distance learning students. This skill is essential not only for students’ academic work but for their whole careers. This paper therefore presents a research study that explores strategies used by social work tutors in online forums to teach critical reflection at a distance. The participants were 15 tutors from a distance learning social work course in the UK who applied a number of teaching techniques to engage their distance learning students in becoming critically reflective. This research suggests that the role of tutors is pivotal in enabling social work students to acquire the skill of critical reflection. They play a number of roles in supporting students academically, emotionally and practically, acting as facilitators, educators, assessors, guides, mentors and coaches. The paper concludes with a discussion of the practical implications.

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