The Meaning of Online Social Work Education for Students and Faculty during COVID-19: Between Preservation and Change

In: The British journal of social work, Band 53, Heft 8, S. 3983-4001

Abstract

Abstract
Academic online social work (SW) education has developed over the decades, fully transitioning to it following the COVID-19 pandemic. Studies have examined the emotional responses, coping strategies and resilience of faculty and students to this transition. Our aim is to examine online education experiences and their meaning for faculty and SW students following the COVID-19 pandemic. Semi-structured qualitative interviews were audio-recorded, transcribed verbatim and analysed based on principles of thematic analysis. Interviewees included fifteen SW students and fifteen faculty members at schools of SW (n = 30) from universities and colleges throughout Israel, who also participated in a quantitative survey addressing online SW education. Findings include two themes: (i) Between the illusion of intimacy and the illusion of anonymity: Is it so? (ii) Experiences of difficulty, acceptance and choice relating to online education interactions. Both themes refer to interpersonal dimensions of communication and contact between faculty and students and among students. The desire to preserve a traditional education format versus openness to the online platform is discussed using critical reflexivity. Alternative education programmes combining the two should be developed. The unique and deceptive interplay between intimacy and anonymity in the online space should be considered in courses relying on interpersonal interaction and self-disclosure.