Developing Online Learning in the Helping Professions

Online, Blended, and Hybrid Models

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Developing Online Learning in the Helping Professions

Online, Blended, and Hybrid Models

Authors

Angie C. Smith, PhD, LCMHC-S, ACS, NCC

Jeffrey M. Warren, PhD

Siu-Man Raymond Ting, PhD

Jocelyn Taliaferro, PhD, MSW

Read a sample chapter

Description

This hands-on guide addresses the unique challenges of educators in the helping professions who have minimal or no experience with online technologies. Written for online instructors, clinical faculty, program directors, administrators, and other educators, it describes practical and effective ways to teach material that is intrinsically based on face-to-face interaction through mediated means.

Grounded in research and the expertise of authors with years of online teaching experience, the book moves from the basics of online course delivery to more complex arenas such as preparing both instructors and students to effectively transition to online learning. The book examines a variety of online designs uniquely suited to courses in the helping professions, including such platforms as Blackboard Collaborate, Blackboard Vista, and Moodle. Moving beyond lecture-level education, the text discusses online supervision of students who are beginning field and clinical experiences, as well as ethical considerations when teaching and supervising online. Replete with abundant tips, reflective questions, checklists, timelines, and vignettes, the text also includes an entire chapter devoted to overcoming fears of the online environment for both instructor and student.

KEY FEATURES:

Addresses the unique needs and concerns of online teaching and training in the helping professions
Provides examples of course content at multiple levels and practice settings
Includes practical tips, reflective questions, checklists, course design timelines, and vignettes to support the reader at all stages of teaching online
Defines key terms and definitions
Considers common pitfalls to avoid

Contents

Contributors

Foreword, Karen Bullock, PhD, LCSW

Preface

Acknowledgments

1. Introduction to Online Teaching in the Helping Professions: Where Do You Fit In?

Overarching Questions

Why Online Education?

Online Education in the Helping Professions

Guided Prompts

Resources

References

2. Learning the Online Teaching Language: Key Terms and Definitions

Reflective Checklist

Delivery Modes of Online Instruction

Learning Management Systems

Online Tools for Learning

Online Instruction: Is It Good for the Instructor?

Glossary of Useful Terms and Concepts

Reflective Questions

Resources

References

3. Helping the Helper: Allaying Fears of the Online Environment

Overarching Questions

Vignettes

Allay Your Fears

Strategies for Reducing Instructor Anxieties

Strategies for Supporting Anxious Students

Takeaways

Resources

References

4. Meeting Students Where They Are At: Staying Student Focused

Overarching Questions

Guided Prompts

Vignette

Learning Theory

Understanding Student Voices

Reflective Questions

Guided Reflection

5. Drawing From the Research: A Cursory Overview

Vignette

Overarching Questions

Early Studies

Online Learning in Helping Professions Education

Ethical Issues

Online Learning Technology

Teaching Clinical Skills and Supervision

References

6. Roadmap to Online Instruction in the Helping Professions: Practical Steps and Considerations for Success

Vignette

Overarching Questions

So You Want to Be an Online Instructor . . .

Reflective Questions

Takeaways

Resources

Reference

7. Student-Focused Classroom: Resources for Helping Your Students to Be Successful Online Learners

Vignette

Overarching Questions

Reflective Checklist for Your Students

Before the Semester: Preparing Students

During the Semester

After the Semester

Rules for Students Using the Discussion Boards and Forum

8. What We’ve Learned: Tips and Tricks

Overarching Questions

Learning Your LMS and Online Tools

Pedagogy and Technology

Managing Common Red-Flag Questions From Students

Begin Well

Relationship and Communication

Response Time

Experiential Learning: Practicum, Internships, and Beyond

Design

Engagement and Interactivity

Managing and Encouraging Student Initiative

Grades and Grading

Advising: Efficiency and Streamlining Online

Accessibility for All Students

Resources

9. Tips and Stories From Instructors In the Helping Professions

Three Ways to Engage in the Asynchronous Online Environment

The Innovative Instructor

Yet Another Mail Merge and Smore

Play Therapy Online and Icebreaker Turned Class Directory

Useful Online Tools: Concept Mapping, Bulletin Boards, Video Assessment

Meaningful Classroom Activities Online

Creative Use of Video

Interactive Theory Education and Recreating In Vivo Role-Play Online

Code of Ethics and Confidentiality Statement

Role-Play Activity for Synchronous and Asynchronous Courses

Our Online Slumber Party: Practicum Group Supervision

The STEPs to Taking Progress Notes

Distance Teaching Ideas

Service Learning Online

Resources

Online Resources for the Helping Professional

Reflective Questions

10. What NOT to Do: Mistakes, Glitches, and Lessons Learned the Hard Way

Vignette

Reflective Questions

Mistakes, Glitches, and Lesson Learned

Guided Reflections

11. Ethical Considerations for Online Instruction in the Helping Professions

Overarching Questions

Vignette

Codes of Ethics for Instructors

Ethical Standards Across the Helping Professions

Ethical Considerations for Instructors

Accountability to Learning

Academic Integrity, Ethical Dilemmas, and Students

Comparable Coursework

Opportunities for Practice

Ethical Decision-Making Models

Resources

References

12. Building Community Through Intentional Design: A Course Model

Bethany Virginia Smith and Jakia Salam

Overarching Questions

Overcoming Student Fear and Anxiety

Highlights of Instructional Challenges and Solutions

Building of an Online Community

Develop a Safe Environment for Students

Experiential Learning

Blackboard Collaborate: Group Counseling Sessions Online

Active Learning Strategies and TPACK

Tools and Resources to Promote Intentional Design

Web Conferencing Tools

Conclusion

Reflective Questions

Resources

References

13. Pedagogy and Technology in the Helping Professions: Now and in the Future

Vignette

Overarching Questions

Ethical Considerations With Technology

Licensure and Certification

Current and Developing Technology for the Future Blogs

Google Suite

YouTube

Student Engagement

Digital Storytelling

Video Journaling

Interactive Tools

Recordings, Videos, and Screencasting

Distance Counseling and Therapy

Stay Organized!

Resources

14. You Are a Helping Professional! You Can Do This: Conclusion and Encouraging Final Thoughts

Jeffrey M. Warren

Siu-Man R. Ting

Jocelyn D. Taliaferro

Angie C. Smith

Mosaic and Wrap-Up

Reflective Questions

Getting Started Checklist

Planning Timeline Checklist

One Month (or Less) Before the First Day of Class

The First Day of the Semester

One Week Into the Semester

Mid-Semester

End of Term

Index

Authors

Angie C. Smith, PhD, LCMHC-S, ACS, NCC, embraces multiple roles as a partner, mother, associate teaching professor, Program Coordinator at North Carolina State University, and Licensed Clinical Mental Health Counselor-Supervisor (NC). She has been teaching online and on-campus at NC State University for thirteen years, and before joining NC State she worked in corporate environments, in college counseling academia, and in private practice.

Jeffrey M. Warren, PhD, is an associate professor and chair of the Department of Educational Leadership and Counseling at the University of North Carolina at Pembroke.

Siu-Man “Raymond” Ting, PhD, is a professor of counseling, program coordinator of the counselor education program, and the Director of Graduate Programs of the Department of Education Leadership, Policy and Human Development, North Carolina State University.

Jocelyn DeVance Taliaferro, PhD, MSW, is an Associate Professor in the North Carolina State University Department of Social Work.

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