Students that are completing prerequisite workplace-based learning as part of the curriculum of their qualification are generally required to be supervised (or mentored) by suitably qualified (and often registered) practitioners. The Council on Higher Education (n.d.), as independent statutory body, states criterion 15 pertaining ‘coordination of work-based learning’ (2014: 104), among others, that “regular and effective communication takes place between the institution, students, mentors and employers involved in work-based learning [and that] good working relations are maintained between the various parties involved”. Moodle is proposed as potential means towards this end.
Hay and Dale (2014) report that Massey University, in New Zealand, introduced Moodle in 2009 in order to provide students with an internet-based, engaging, rich-media environment that is innovative, flexible and relevant. Social Work students, among others, are required to undertake practicums with social service agencies with the aim of meeting the relevant learning outcomes. During such practicum students are supervised and supported by registered social workers. However, such practitioners may have had zero or minimal training for the role as supervisor; neither does standards for accreditation as field educators exist; nor are there requirements of training prior to becoming a field educator, supervisor, or mentor. Although training is encouraged, workload commitments and/or geographical location may hamper. Such individuals may well lack in confidence, have specialized knowledge or demonstrate pedagogical skills. Practicum, or workplace learning materials include guidelines to supervisors, the learning outcomes, as well as monitoring and assessment templates, but field educators are largely isolated from the university.
Based on past experience of positive relationships between the university and workplace sites, including clear understandings of expectations, resulting more likely in quality practicums; the use of online technologies, more specifically Moodle, had been considered. In 2011 a meta-Moodle site had been developed at Massey University. Workplace supervisors were invited and had to accept in order to access Moodle. Asynchronous modes of communication were utilised. Any participant may send a message or initiate a discussion with other users of the Moodle site. Articles, written materials relevant to the workplace learning context, recorded audio resources, podcasts, and relevant university documentation are made accessible. In addition to serve as news forum, Moodle is also used as forum to provide feedback and encouragement to field supervisors; as well as connecting with each other with the view of developing a community of practice, sharing ideas and strategies. Moodle facilitates on-line learning, developing of insights, broadening of professional perspectives, and strengthening the profession.
The lead author of the article responded to an enquiry, affirming that “Moodle is now the primary learning management system at Massey” University. She “currently teach only distance/extramural courses and so Moodle is [her] only form of communication with [her] students. This works well as [her] messages go straight into their email and they can respond to [her] either by email or in the Moodle site.” However, “The field education site [they] discussed in the article is now not being used. Over time [they] had less and less interest in it from field educators (supervisors) in the placement agencies. While it was easy to access many organisations now do a lot of online training and have good online professional development repositories and so [she] think field educators didn’t necessarily want or feel the need to go into another one. Instead, [they] email every field educator a digital handbook based on frequently asked questions when they agree to take on a placement student.” They further “talk with them by phone and [they] offer training for them in different parts of NZ.”
Council on Higher Education (2014). Distance Higher Education Programmes in a Digital Era: Programme Accreditation Criteria, pp. 81 – 107, Criterion 15, p. 104. In Distance Higher Education Programmes in a Digital Era: Good Practice Guide. Electronically accessible from https://www.saide.org.za/documents/CHE_-_Distance_Higher_Education.pdf
Council on Higher Education (n.d.). Legislative and policy mandate. https://www.che.ac.za/about-us/legislative-and-policy-mandate
Hay, K. & Dale, M. (2014). Moving through Moodle: Using e-technology to enhance social work field education. Asia-Pacific Journal of Cooperative Education, 15(2), 119-128. Electronically accessible from https://www.ijwil.org/files/APJCE_15_2_119_128.pdf.
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