Human Service Organizations: Management, Leadership & Governance
Teaching social work students through both online and in-person formats is highlighted in the des... more Teaching social work students through both online and in-person formats is highlighted in the description of two mandatory graduate social work courses on leadership and supervision across two Canadian university institutions. Relevant themes gathered through multiple years of online student surveys were analyzed thematically. The summary of findings arises from a previous research study (Vito & Schmidt Hanbidge, 2021) and emphasizes strengths, challenges and considerations for educators. Varying course approaches, topics, assignments and organizational contexts are described, along with integrating macro courses for social work educators. Multiple discussion questions are posed to engage readers in dialogue to implement or revise online social work courses. Practice implications for development and delivery of online courses and instructor adaptability may be fruitful for instructors and educational institutions to help mitigate future educational disruptions.
Advances in intelligent systems and computing, Mar 16, 2019
Educational institutions often struggle to identify what is the best pedagogical approach to enga... more Educational institutions often struggle to identify what is the best pedagogical approach to engaging students with academic integrity content. As student plagiarism and cheating frequently occur, new strategies are needed to address this challenge in educational settings. The Canadian academic integrity mobile technology project developed one digital strategy, Integrity Matters, to enhance student academic integrity knowledge and understanding using an innovative pedagogical approach. Best strategies, from 774 undergraduate student users perspective, for accessing, delivering, assessing and learning this information with mobile technology (m-learning) are explored. Following completion of the six lessons and subsequent quizzes, academic integrity knowledge increased for the research study participants in engineering, math, computer science, and arts faculties. The Integrity Matters open access trilingual mobile application (available in Android and iOS) can be readily adopted across post-secondary colleges and universities and adapted to meet institutional priority needs.
Perspectives on rethinking and reforming education, Nov 18, 2017
In this chapter, m-learning is identified as a social as well as a technological phenomenon. Seve... more In this chapter, m-learning is identified as a social as well as a technological phenomenon. Several studies (Cheon et al. in Computers & Education 59:1054–1064, 2012; Navarro et al. in IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 11(1):33–40, 2016; Wang et al. in Computers and Education 59(2):817–827, 2009) contend that numerous factors must be considered when examining the adoption of m-learning by students. Data collected from 309 post-secondary students at a Canadian university who participated in a Mobile Information Literacy (MIL) research study were analyzed to identify specific student adoption factors for m-learning. The student adoption factors that emerged from the data included personal innovativeness of students, ICT literacy, self-management of learning, previous computer experience, ICT anxiety, and confirmation and satisfaction. These factors substantiate the student adoption factors identified by Navarro et al. (IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 11(1):33–40, 2016) and Wang et al. (Computers and Education 59(2):817–827, (2009). Recent studies of m-learning (Abu-Al-Aisb & Love in The International Review of Research in Open and Distance Education 14(5):82–107, 2013; Ally and Prieto-Blazquez in Revista de Universidad y Socierdad del Conocimiento (RUSC) 11(1):142–155, 2014) suggest that student learners need to be supported in their adoption of m-learning. The findings of the MIL research study, as well as the academic literature, describe the characteristics needed for adopters of mobile learning and led the authors of this chapter to ask what post-secondary institutions and instructors are doing to support students and whether it is effective. Included are practical tips, strategies, and implications for post-secondary educators using mobile technologies that enhance student learning.
Human service organizations, management, leadership & governance, Dec 15, 2022
Leaders are coping with multiple challenges during the COVID-19 pandemic and both individual and ... more Leaders are coping with multiple challenges during the COVID-19 pandemic and both individual and organizational resilience are critical to successfully manage this turbulent change. This qualitative study employed focus groups and online surveys to explore 25 directors’ and managers’ experience coping with the pandemic, along with organizational supports and resources, in three mental health/addiction agencies in Canada. Thematic data analysis revealed multiple individual and organizational challenges and opportunities, resilience factors, and supports. These results expand empirical research on resilience factors during turbulent change and are relevant for leaders coping with future crises.
Human Service Organizations: Management, Leadership & Governance, 2023
Teaching social work students through both online and in-person formats is highlighted in the des... more Teaching social work students through both online and in-person formats is highlighted in the description of two mandatory graduate social work courses on leadership and supervision across two Canadian university institutions. Relevant themes gathered through multiple years of online student surveys were analyzed thematically. The summary of findings arises from a previous research study (Vito & Schmidt Hanbidge, 2021) and emphasizes strengths, challenges and considerations for educators. Varying course approaches, topics, assignments and organizational contexts are described, along with integrating macro courses for social work educators. Multiple discussion questions are posed to engage readers in dialogue to implement or revise online social work courses. Practice implications for development and delivery of online courses and instructor adaptability may be fruitful for instructors and educational institutions to help mitigate future educational disruptions.
In this chapter, m-learning is identified as a social as well as a technological phenomenon. Seve... more In this chapter, m-learning is identified as a social as well as a technological phenomenon. Several studies (Cheon et al. in Computers & Education 59:1054–1064, 2012; Navarro et al. in IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 11(1):33–40, 2016; Wang et al. in Computers and Education 59(2):817–827, 2009) contend that numerous factors must be considered when examining the adoption of m-learning by students. Data collected from 309 post-secondary students at a Canadian university who participated in a Mobile Information Literacy (MIL) research study were analyzed to identify specific student adoption factors for m-learning. The student adoption factors that emerged from the data included personal innovativeness of students, ICT literacy, self-management of learning, previous computer experience, ICT anxiety, and confirmation and satisfaction. These factors substantiate the student adoption factors identified by Navarro et al. (IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 11(1):33–40, 2016) and Wang et al. (Computers and Education 59(2):817–827, (2009). Recent studies of m-learning (Abu-Al-Aisb & Love in The International Review of Research in Open and Distance Education 14(5):82–107, 2013; Ally and Prieto-Blazquez in Revista de Universidad y Socierdad del Conocimiento (RUSC) 11(1):142–155, 2014) suggest that student learners need to be supported in their adoption of m-learning. The findings of the MIL research study, as well as the academic literature, describe the characteristics needed for adopters of mobile learning and led the authors of this chapter to ask what post-secondary institutions and instructors are doing to support students and whether it is effective. Included are practical tips, strategies, and implications for post-secondary educators using mobile technologies that enhance student learning.
Macgowan, M. J., & Hanbidge, A. S. (2015). In K. Corcoran & A. Roberts (Eds.), Social Workers Des... more Macgowan, M. J., & Hanbidge, A. S. (2015). In K. Corcoran & A. Roberts (Eds.), Social Workers Desk Reference (3rd ed., pp. 734-746). New York: Oxford. Abstract Social work with groups is strengths-based, conforms to the ethical guidelines of the Profession, and through high-quality (mutual respectful, reciprocally helpful) interactions, aims to (a) improve the multidimensional functioning of its members (often using mutual aid), (b) change the environment (organization, community) to make it more responsive to its members, or (c) accomplish a task external to the group (Garvin, Gutiérrez, & Galinsky, 2004; Northen & Kurland, 2001). Reflecting this broad conceptualization of group work, social workers are involved with a wide range of groups in a variety of practice settings (including online and face-to-face), in what have been described as either treatment groups (those that meet the socioemotional needs of its members), such as therapy, support, and psychoeducational groups, or task groups (those created to accomplish a goal not immediately connected with its members) such as community-action groups (Toseland & Rivas, 2012).
Human Service Organizations: Management, Leadership & Governance
Teaching social work students through both online and in-person formats is highlighted in the des... more Teaching social work students through both online and in-person formats is highlighted in the description of two mandatory graduate social work courses on leadership and supervision across two Canadian university institutions. Relevant themes gathered through multiple years of online student surveys were analyzed thematically. The summary of findings arises from a previous research study (Vito & Schmidt Hanbidge, 2021) and emphasizes strengths, challenges and considerations for educators. Varying course approaches, topics, assignments and organizational contexts are described, along with integrating macro courses for social work educators. Multiple discussion questions are posed to engage readers in dialogue to implement or revise online social work courses. Practice implications for development and delivery of online courses and instructor adaptability may be fruitful for instructors and educational institutions to help mitigate future educational disruptions.
Advances in intelligent systems and computing, Mar 16, 2019
Educational institutions often struggle to identify what is the best pedagogical approach to enga... more Educational institutions often struggle to identify what is the best pedagogical approach to engaging students with academic integrity content. As student plagiarism and cheating frequently occur, new strategies are needed to address this challenge in educational settings. The Canadian academic integrity mobile technology project developed one digital strategy, Integrity Matters, to enhance student academic integrity knowledge and understanding using an innovative pedagogical approach. Best strategies, from 774 undergraduate student users perspective, for accessing, delivering, assessing and learning this information with mobile technology (m-learning) are explored. Following completion of the six lessons and subsequent quizzes, academic integrity knowledge increased for the research study participants in engineering, math, computer science, and arts faculties. The Integrity Matters open access trilingual mobile application (available in Android and iOS) can be readily adopted across post-secondary colleges and universities and adapted to meet institutional priority needs.
Perspectives on rethinking and reforming education, Nov 18, 2017
In this chapter, m-learning is identified as a social as well as a technological phenomenon. Seve... more In this chapter, m-learning is identified as a social as well as a technological phenomenon. Several studies (Cheon et al. in Computers & Education 59:1054–1064, 2012; Navarro et al. in IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 11(1):33–40, 2016; Wang et al. in Computers and Education 59(2):817–827, 2009) contend that numerous factors must be considered when examining the adoption of m-learning by students. Data collected from 309 post-secondary students at a Canadian university who participated in a Mobile Information Literacy (MIL) research study were analyzed to identify specific student adoption factors for m-learning. The student adoption factors that emerged from the data included personal innovativeness of students, ICT literacy, self-management of learning, previous computer experience, ICT anxiety, and confirmation and satisfaction. These factors substantiate the student adoption factors identified by Navarro et al. (IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 11(1):33–40, 2016) and Wang et al. (Computers and Education 59(2):817–827, (2009). Recent studies of m-learning (Abu-Al-Aisb & Love in The International Review of Research in Open and Distance Education 14(5):82–107, 2013; Ally and Prieto-Blazquez in Revista de Universidad y Socierdad del Conocimiento (RUSC) 11(1):142–155, 2014) suggest that student learners need to be supported in their adoption of m-learning. The findings of the MIL research study, as well as the academic literature, describe the characteristics needed for adopters of mobile learning and led the authors of this chapter to ask what post-secondary institutions and instructors are doing to support students and whether it is effective. Included are practical tips, strategies, and implications for post-secondary educators using mobile technologies that enhance student learning.
Human service organizations, management, leadership & governance, Dec 15, 2022
Leaders are coping with multiple challenges during the COVID-19 pandemic and both individual and ... more Leaders are coping with multiple challenges during the COVID-19 pandemic and both individual and organizational resilience are critical to successfully manage this turbulent change. This qualitative study employed focus groups and online surveys to explore 25 directors’ and managers’ experience coping with the pandemic, along with organizational supports and resources, in three mental health/addiction agencies in Canada. Thematic data analysis revealed multiple individual and organizational challenges and opportunities, resilience factors, and supports. These results expand empirical research on resilience factors during turbulent change and are relevant for leaders coping with future crises.
Human Service Organizations: Management, Leadership & Governance, 2023
Teaching social work students through both online and in-person formats is highlighted in the des... more Teaching social work students through both online and in-person formats is highlighted in the description of two mandatory graduate social work courses on leadership and supervision across two Canadian university institutions. Relevant themes gathered through multiple years of online student surveys were analyzed thematically. The summary of findings arises from a previous research study (Vito & Schmidt Hanbidge, 2021) and emphasizes strengths, challenges and considerations for educators. Varying course approaches, topics, assignments and organizational contexts are described, along with integrating macro courses for social work educators. Multiple discussion questions are posed to engage readers in dialogue to implement or revise online social work courses. Practice implications for development and delivery of online courses and instructor adaptability may be fruitful for instructors and educational institutions to help mitigate future educational disruptions.
In this chapter, m-learning is identified as a social as well as a technological phenomenon. Seve... more In this chapter, m-learning is identified as a social as well as a technological phenomenon. Several studies (Cheon et al. in Computers & Education 59:1054–1064, 2012; Navarro et al. in IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 11(1):33–40, 2016; Wang et al. in Computers and Education 59(2):817–827, 2009) contend that numerous factors must be considered when examining the adoption of m-learning by students. Data collected from 309 post-secondary students at a Canadian university who participated in a Mobile Information Literacy (MIL) research study were analyzed to identify specific student adoption factors for m-learning. The student adoption factors that emerged from the data included personal innovativeness of students, ICT literacy, self-management of learning, previous computer experience, ICT anxiety, and confirmation and satisfaction. These factors substantiate the student adoption factors identified by Navarro et al. (IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 11(1):33–40, 2016) and Wang et al. (Computers and Education 59(2):817–827, (2009). Recent studies of m-learning (Abu-Al-Aisb & Love in The International Review of Research in Open and Distance Education 14(5):82–107, 2013; Ally and Prieto-Blazquez in Revista de Universidad y Socierdad del Conocimiento (RUSC) 11(1):142–155, 2014) suggest that student learners need to be supported in their adoption of m-learning. The findings of the MIL research study, as well as the academic literature, describe the characteristics needed for adopters of mobile learning and led the authors of this chapter to ask what post-secondary institutions and instructors are doing to support students and whether it is effective. Included are practical tips, strategies, and implications for post-secondary educators using mobile technologies that enhance student learning.
Macgowan, M. J., & Hanbidge, A. S. (2015). In K. Corcoran & A. Roberts (Eds.), Social Workers Des... more Macgowan, M. J., & Hanbidge, A. S. (2015). In K. Corcoran & A. Roberts (Eds.), Social Workers Desk Reference (3rd ed., pp. 734-746). New York: Oxford. Abstract Social work with groups is strengths-based, conforms to the ethical guidelines of the Profession, and through high-quality (mutual respectful, reciprocally helpful) interactions, aims to (a) improve the multidimensional functioning of its members (often using mutual aid), (b) change the environment (organization, community) to make it more responsive to its members, or (c) accomplish a task external to the group (Garvin, Gutiérrez, & Galinsky, 2004; Northen & Kurland, 2001). Reflecting this broad conceptualization of group work, social workers are involved with a wide range of groups in a variety of practice settings (including online and face-to-face), in what have been described as either treatment groups (those that meet the socioemotional needs of its members), such as therapy, support, and psychoeducational groups, or task groups (those created to accomplish a goal not immediately connected with its members) such as community-action groups (Toseland & Rivas, 2012).
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Papers by Alice Hanbidge