Bridging Boundaries to Acquire Research and Professional Skills
Reflecting on the Impact and Experiences of Technology-Enabled Collaborative Cross-Institutional and Transnational Social Work Placement Projects
Bibliographic Data
| ID | 5936774 |
|---|---|
| Authors | Joanne Rose (0000-0002-1922-3621, University College Cork, corresponding author), Carmel Halton (0000-0003-3673-4607, University College Cork), Louise Morley (0000-0003-2885-6698, University of New England), Martin Short (0000-0003-2764-8037, Charles Sturt University) |
| Year | 2024 |
| Volume | 13 |
| Issue | 12 |
| Pages | 659 |
| Publication date | 2024-12-04 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2076-0760 • E-ISSN: 2076-0760 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/socsci13120659 |
| OpenAlex | W4404998934 |
| Language | EN |
| Citations received | 1 |
| References cited | 12 |
Worldwide, social work educators' teaching and learning practices are founded on social justice principles and recognised for their evidence-based, interpersonal, cross-cultural, and problem-solving approaches. Placements are integral to social work education preparing students for practice. Learning experienced on such placements, particularly those involving research, can assist students to develop a broad understanding of diversity, inequality, and anti-oppressive practice in local, national, or international contexts. Technology-enhanced, online research opportunities have revolutionised research placements. This article offers a reflective dialogue on the insights gained from two transnational, technology-enhanced social work research-based placements. The first example reviews three student-led, rural-focused inquiries completed in Australia and Ireland; the second pertains to students physically situated in Ireland and who engaged in collaborative online projects while completing their USA-based social work placements online. The authors reflect on the experiences and the skills the students developed and how the application of technology helped meet an increasing need for environmentally sustainable practices in teaching, learning, and research on placement. Publicly available student reflections on significant knowledge and practice benefits gained from their transnational experiences are considered. The study highlights how reflective practice assisted in the enactment of research in online contexts
Bridging (networking · Engineering ethics · Pedagogy · Political science · Public relations · Situated · Sociology · Work (physics · Engineering · Interprofessional Education and Collaboration · Psychology · Service-Learning and Community Engagement · Social Work Education and Practice · Social Work
Enablers, markers, and aspects of quality innovative placements across distance
Covid-19 impact on social work admissions and education in seven international universities
A transnational student-led, rural-focussed inquiry
Teaching social work skills-based learning online during and post Covid-19
Experiences of social work students undertaking a remote research-based placement during a global pandemic
Reflection as Dialogue
Co-operative inquiry
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |