Student Veteran Engagement in Online Education

2020 ◽  
Vol 2020 (166) ◽  
pp. 95-109
Author(s):  
Michael J. Kirchner ◽  
Stephen Pepper
Keyword(s):  
Online Education ◽  
Student Veteran

scholarly journals Online Training for Working with Student Veterans: A Social Work Elective Course

2014 ◽  
Vol 19 (1) ◽  
Author(s):  
Katherine Selber ◽  
Mary Jo Garcia Biggs ◽  
Nancy Feyl Chavkin ◽  
Micah C. Wright
Keyword(s):  
Social Work ◽  
Best Practices ◽  
Online Education ◽  
Military Veterans ◽  
Student Veterans ◽  
Online Course ◽  
Student Veteran ◽  
Msw Students ◽  
Elective Course ◽  
The Military

Abstract This article describes one school of social work’s innovative online elective course to prepare Masters of Social Work (MSW) students for practice with the military, veterans, and their families. Developed as part of a university-wide Veterans Initiative, this online course keeps the focus on the student veteran and uses best practices of online education. The authors share their strategies and make recommendations for future trainings.

Student Veteran Stressors in Higher Education: A Pilot Study

2009 ◽  
Author(s):  
Chris Cate ◽  
Michael Gerber ◽  
David Holmes
Keyword(s):  
Higher Education ◽  
Pilot Study ◽  
Student Veteran

Development of an Online Toolkit to Facilitate Student Veteran Success

2012 ◽  
Author(s):  
Shana Spangler ◽  
Annabel Prins ◽  
Justin Smith
Keyword(s):  
Student Veteran

Author response for "Opinion of students on online education during the COVID ‐19 pandemic"

2020 ◽  
Author(s):  
Pinaki Chakraborty ◽  
Prabhat Mittal ◽  
Manu Sheel Gupta ◽  
Savita Yadav ◽  
Anshika Arora
Keyword(s):  
Online Education ◽  
Author Response

Author response for "Opinion of students on online education during the COVID ‐19 pandemic"

2020 ◽  
Author(s):  
Pinaki Chakraborty ◽  
Prabhat Mittal ◽  
Manu Sheel Gupta ◽  
Savita Yadav ◽  
Anshika Arora
Keyword(s):  
Online Education ◽  
Author Response

Critical Pedagogy in Online Social Work Education: Changing Conceptions of Time in the Neoliberal University

Somatechnics ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 73-94
Author(s):  
Kristin Smith ◽  
Donna Jeffery ◽  
Kim Collins
Keyword(s):  
Social Work ◽  
Online Education ◽  
Critical Pedagogy ◽  
Social Work Education ◽  
Qualitative Interviews ◽  
Social Work Educators ◽  
Digital World ◽  
Learning Programs ◽  
Recent Graduates ◽  
Work Education

Neoliberal universities embrace the logic of acceleration where the quickening of daily life for both educators and students is driven by desires for efficient forms of productivity and measurable outcomes of work. From this perspective, time is governed by expanding capacities of the digital world that speed up the pace of work while blurring the boundaries between workplace, home, and leisure. In this article, we draw from findings from qualitative interviews conducted with Canadian social work educators who teach using online-based critical pedagogy as well as recent graduates who completed their social work education in online learning programs to explore the effects of acceleration within these digitalised spaces of higher education. We view these findings alongside French philosopher Henri Bergson's concepts of duration and intuition, forms of temporality that manage to resist fixed, mechanised standards of time. We argue that the digitalisation of time produced through online education technologies can be seen as a thinning of possibilities for deeper and more critically self-reflexive knowledge production and a reduction in opportunities to build on social justice-based practices.

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