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Submission information
Submission Number: 138
Submission ID: 973
Submission UUID: 7dc0ea58-052c-4382-8e74-782668898a62
Submission URI: /2025/abstracts
Created: Tue, 05/13/2025 - 06:17
Completed: Tue, 05/13/2025 - 06:31
Changed: Mon, 05/19/2025 - 08:31
Remote IP address: 196.21.236.4
Submitted by: Anonymous
Language: English
Is draft: No
Current page: Complete
Webform: Abstract
| Title | Dr. |
|---|---|
| Lastname | Perumal |
| Firstname | Nevashnee |
| Nevashnee.Perumal@mandela.ac.za | |
| Mobile | 0833943090 |
| Institution | Nelson mandela university |
| Biosketch | Nevashnee is a senior lecturer at the Department of Social Development Professions at Nelson Mandela University, researching and teaching in the areas of leadership and management, social work supervision, ethics and indigenising the social work curriculum. She holds a commitment to utilising humanising pedagogies as well as the pedagogy of discomfort in challenging structures and spaces in higher education. She leads a recently constituted group viz African Knowledge Production Incubators which has representation from five SA universities supported by the NRF. She also serves as the international representative on the Association for Social African Social Work Education Institutions (ASASWEI). |
| Is there a Second Presenter? | Yes |
| Title | Dr. |
| Lastname | SCHMIDT |
| Firstname | KIM |
| kschmidt@ufh.ac.za | |
| Mobile | 082 4948780 |
| Institution | UNIVERSITY OF FORT HARE |
| Biosketch | Dr Kim Schmidt is a senior lecturer in Social Work at the University of Fort Hare. She has taught within the social work programme for 17 years, with a special interest in the fieldwork modules and the strengthening of the fieldwork programme. She has received two awards for the work that she does in the area of teaching and learning in partnership with social work students, colleagues and community based social work agencies. These achievements together with a deep belief in the process of critical reflection, authentic learning and a commitment to continued professional development, have motivated her to remain deeply engaged both in learning and teaching and in the practice of social work. |
| Is there a Third Presenter? | No |
| Title of Presentatation | AUTHENTIC ELEARNING STRATEGIES FOR COURSE REDESIGN: VOICES OF BSW STUDENTS STUDYING AT TWO EASTERN CAPE UNIVERSITIES |
| Theme Selection | THEME 4: Social Work Education, Transdisciplinarity and Curriculum Development |
| Subtheme FOUR Selection | SUB 4.2 Strategies on building responsive social work curricula. |
| Select your Presentation Type | Oral Presentation |
| Abstract | During COVID, academic programmes were placed under immense pressure, with a forced migration to online methods of learning and teaching despite students and staff from some of the HEIs being unprepared for this. Added to this pressure is the context of learning and teaching within the BSW degree, a qualification that requires students to understand theory and apply it in practice through fieldwork opportunities. This becomes more difficult through online learning and teaching. In response to this pressure, and as a group of nine academics from seven Higher Education Institutions (HEIs) in South Africa, we came together to theorise and create authentic elearning strategies for a postCOVID South Africa. Each academic then returned to their HEI with plans to redesign a social work module integrating the principles of authentic elearning. This paper presents the preliminary findings from two academics, both working at HEI’s in the Eastern Cape, a large and predominantly rural province characterised by high rates of poverty and a scarcity of resources. This context is felt even within the HEI context, both by students and staff, where we acknowledge unequal resources in relation to many other universities. Therefore the question we put to ourselves is: how can we redesign social work courses authentically and together by learning from students in our two institutions? Data was collected through focus groups discussions with social work students. Three themes emerged during data analysis. These are support for effective learning, gaps in the BSW programme and barriers to learning. In conclusion, the principles of authentic learning were found to be supportive and relevant while online learning was seen as less effective for learning and teaching in the BSW degree. Lastly it was found that for learning and teaching to be most effective both the humanising pedagogy and a humanising approach are needed. |
| Title | Dr |
| Firstname | Ashwill |
| Lastname | Phillips |
| Does the Abstract fit the selected Theme? | Yes |
| What Area does this Abstract Focus on? | Education |
| Status | Accepted |
| Title | Dr |
| Firstname | Nyasha Hillary |
| Lastname | Chibaya |
| Does the Abstract fit the selected Theme? | Yes |
| What Area does this Abstract Focus on? | Education |
| Status | Accepted |