An exploration of students' perceptions and experiences of an online social work module at the University of the Western Cape'

Abstract

This study examines students' experiences and perceptions of an online social work ethics module at the University of the Western Cape. Online learning as a teaching medium was introduced in 2005, in a newly devised social work module, and was internally evaluated by the module leader. This study concentrates on the perceptions and experiences of the student cohort from 2006 - 2008. The research methodology used was located in the qualitative research paradigm' This included drawing on data obtained from students' responses to online journals from 2006-2008, a semi structured questionnaire administered to the 2008 cohort, and a focus group discussion conducted with the 2008 cohort. Documentary analysis was used to examine the online journal entries. Subsequently a thematic analysis was conducted on responses received from the semi- structured questionnaire and the focus group discussions.. The major findings of the study were that online pedagogy was assisted by having access to computers. Online learning provided access to information and cost savings to students, enhanced student's computer and time management skills, improved students' abilities to take responsibility for learning, and learning was perceived to be enjoyable and interesting. The challenges, on the other hand, were ascribed to technological problems experienced such as limited bandwidth, which impacted on students not being able to submit assignments timeously. On the negative side, many students reported that they were challenged by using the technology and required more training, that they would have wanted more face-to-face learning and that they had concerns about physical health and safety related to exposure to their computers for lengthy periods of time. The findings showed that there is an overwhelming support for online learning despite the challenges experienced. This general perception alludes to the fact that online learning has numerous benefits and these benefits can be increased if consideration is given to the inherent challenges.