The Best of both Worlds:
Engaging MSW and DSW Students through
Asynchronous and Synchronous webinars
© 2015 Capella University - Confidential - Do not distribute
Presenters
Zulema E. Suárez, Ph.D., LMSW, ACSW, Core
Faculty
Dorothy Farel, Core Faculty, DM, LCSW,
MSW, Core Faculty
Brian Christenson, Ph.D., LMSW, LGSW, CAP,
Social Work Program Chair and Director
Telvis Rich, DM, LCSW, MSW, Director of
Field Education
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Workshop Outline
•Theoretical Principles of online synchronous and
asynchronous hybrid and online classrooms
•The model and instructional design
•Demonstration and best practices in developing: live
webinars, video feeds, and live breakout rooms.
• Questions and discussion
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Learning Objectives
• Participants will be able to construct components
of instructional design to engage students within a
hybrid or online program.
• Participants will learn to effectively engage
students within the online or hybrid model
technology (webinars, video-feeds, and breakout
rooms)
• Participants will be able to evaluate the theoretical
principles of online synchronous and asynchronous
hybrid and online classrooms.
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Theoretical Principles
Theoretical Principles
Synchronous
Takes place in real-time, providing learners
and faculty to interact through web-based
technologies.
Provides the opportunity to have live
discussions, to observe reactions and
behaviors, engage students with their peers and
instructors, and assist in social presence within
the classroom. (Zoumenou, et al., 2015).
Asynchronous
Is communication that is delayed in time, or
not in a live setting (Zoumenou et al, 2015).
Provides opportunities for critical thought as
learners have the opportunity to reflect and
communicate when time allows them to as
opposed to a set time for class.
The benefits of this type of communication
include convenience, access to working adults,
accommodations for individuals with
disabilities, and geographical flexibility
(Hrastinski, 2008).
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Theoretical Principles
•
A study demonstrated that
asynchronous communication is much
more effective than the synchronous
communication design in motivating
and engaging students (Haung, Wang,
& Liu, 2015).
•
Therefore, a combination of
synchronous and asynchronous
communication in distance learning is
recommended (Zoumenou, et al.,
2015)..
• Asynchronous and
Synchronous
Recommendations
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Theoretical Principles
• One of the most significant challenges within
blended learning is engagement of students
within these environments (Moore & Signor,
2014).
• When students are engaged, the online learning
environment provides webbed connectivity and
relationship building (Noble & Russell, 2013).
Learner
Engagement
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Theoretical Principles
• The delivery of curriculum is vital
to online education (Levin et al.,
2013).
Curriculum
Development and
Delivery
• One effective mode of delivery to
engage students is the use of
webinars (Sull, 2014).
• The introduction of webinars
within the asynchronous
environment provides an enriching
and engagement environment
(Zoumenou, Sigman-Grant &
Cole, 2015).
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The Model and Instructional Design
• Capella’s MSW Program is asynchronous and
synchronous via the use of Webinars.
• Program Orientation
• Team collaboration
• Field Education Orientation
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The Model and Instructional Design
• Classroom Webinars (cross-classroom collaboration) 3 per
class minimum.
• Faculty Engagement (weekly program meetings)
• Professional development and continuing education
workshops
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Webinar Best Practices
• Adobe connect
• PGI lines versus recording in the classroom
• Time of day offered (Time Zones)
• Invitations (course room and program wide emails)
• Recording
• Head sets (for cell phones and land lines)
• Collaboration
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Webinar Development
• How to prepare the webinar
• Prepare your PowerPoint
• Convert to PDF
• Set up the adobe connect classroom
• Set up and connect to PGI conference line
• Send out invitations
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Application and Example
• Example of classroom webinar
• Phone line connected
• Don’t forget to record
• Mute all learners
• Don’t forget to end recording (not end meeting)
• (Polls, break out rooms, video feeds, private
conversations)
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Application and Example
• Once the meeting is over, access and share the recording.
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© 2015 Capella University - Confidential - Do not distribute
References
Levin, S., Whitsett, D., & Wood, G. (2013). Teaching MSW Social Work Practice in a Blended
Online Learning Environment. Journal of Teaching in Social Work, 33(4/5), 408-420.
doi:10.1080/08841233.2013.829168
Moore, C., & Signor, L. (2014). Engaging diverse student cohorts: Did someone say completely
online? International Journal of Information and Education Technology, 4(4), 364-367.
doi:http://dx.doi.org/10.7763/IJIET.2014.V4.431
Noble, D., & Russell, A.C., (2013). Research on Webbed Connectivity in a Web-Based Learning
Environment: Online Social Work Education. Journal of Teaching in Social Work, 33.
DOI:10.1080/08841233.2013.829167.
Sull, E. C. (2014). A 2014 guide to engaging students: It's not your grandfather's online classroom!
Distance Learning, 11(1), 67-70.
Zoumenou, V., Sigman-Grant, M., Coleman, G., Malekian, F., & Zee, J., (2015). Idenitfying Best
Practices for an Interactive Webinar. Journal of Family and Consumer Sciences, 107(2).
62 -69.
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