Video-Shorts
A Simple and Useful Classroom-Based Method for Developing Skills
Datos Bibliográficos
| ID | 21634663 |
|---|---|
| Autores | Jane Pye (0000-0002-9924-1183, Lancaster University, Bailrigg, Lancaster, UK, autor de correspondencia), Jasmine Fledderjohann (0000-0003-4952-7658, Lancaster University, Bailrigg, Lancaster, UK) |
| Año | 2024 |
| Volumen | 47 |
| Número | 3 |
| Páginas | 504-535 |
| Fecha de publicación | 2024-09-01 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Experiential Education (JOURNAL) |
| Identificadores de la revista | ISSN: 1053-8259 • E-ISSN: 2169-009X |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/10538259231189167 |
| OpenAlex | W4385634140 |
| Idioma | EN |
| Citas recibidas | 1 |
| Referencias citadas | 31 |
Background: The teaching and learning of skills in a classroom setting are often thought to require a resource-intensive approach. Purpose: This study explores the impact of a relatively basic and short communication skills teaching session on postgraduate students’ self-perception of their skills. Methodology/Approach: Data was gathered using a preteaching and postteaching survey designed to enable students to evaluate their own sense of skill development. Findings/Conclusions: Students overwhelmingly found this teaching session helpful in terms of increasing their confidence and readiness to communicate on their first social work practice placement. Implications: Effective skill development can take place within the constraints of a classroom setting with few resources using a basic simulation within an experiential framework
Experiential learning · Mathematics education · Pedagogy · Perception · Social skills · Teaching method · Computer Science · Education and Critical Thinking Development · Psychology · Reflective Practices in Education · Social Work Education and Practice
Outcomes of Social Work Education
Learning Styles and Learning Spaces
Remixing Approaches to Experiential Learning, Design, and Assessment
Comparing students’ perceived and actual competence in higher vocational education
Formative assessment as practice
Assessment of vocational competence in higher education
Simulation in Social Work Education
Social Work Skills Days – ‘Keeping It Real’
Teaching Social Work Students Practice Skills
Reflections on Experiential Teaching Methods
Using Standardized Clients in the Classroom
Using Video Interviewing in the Assessment of Social Work Communication Skills
Becoming Effective Communicators with Children
Self-Efficacy and Outcomes
The Right Kind of Telling? Locating the Teaching of Interviewing Skills within a Systems Framework
The need to disentangle assessment and feedback in higher education
| Citas por año | 1 |
|---|---|
| Intervalo de citas | 2026 - 2026 (1) |
| Altamente citado | No |