Researching enquiry-based blended learning in social work education

Cooner, Tarsem Singh (2014). Researching enquiry-based blended learning in social work education. University of Birmingham. Ph.D.

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Abstract

Enquiry-based blended learning (EBBL) research in social work education forms the basis of this submission. The core EBBL theme is defined, developed and analysed through four avenues of research, namely, scenario-planning, teaching and learning using EBBL, researching students’ experiences of EBBL and embedding EBBL practices in interdisciplinary higher education. One software publication is submitted illustrating how the author’s ability to work at the intersection of social work practice experience, learning design innovation and digital technology development has enabled him to present a unique perspective in this area of research. Two written and two software publications set the context for the scenario-planning themes that have influenced the EBBL research. Four themed written publications explore the development of teaching and learning approaches using EBBL, and lessons from students’ experiences of engaging with these EBBL designs. Two written publications explore the barriers and enablers to embedding EBBL practices in interdisciplinary higher education. Using enquiry, a mixture of face-to-face and online teaching methods, life-like learning scenarios and opportunities to engage in independent and group-based learning, the research illustrates that EBBL approaches can help educators to enable learners to meet and, where possible, exceed the requirements of pre-qualifying social work education.

Type of Work:	Thesis (Doctorates > Ph.D.)
Award Type:	Doctorates > Ph.D.
Licence:
College/Faculty:	Colleges (2008 onwards) > College of Social Sciences
School or Department:	School of Social Policy
Funders:	None/not applicable
Subjects:	H Social Sciences > HN Social history and conditions. Social problems. Social reform L Education > L Education (General)
URI:	http://etheses.bham.ac.uk/id/eprint/5316

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