Competency-Based Blended Learning: Flipping Professional Practice Classes to Enhance Competence Development

In the past decade, health and human service educational programs have transitioned to competence-based outcomes to enhance the quality of graduating professionals. While such outcomes are a critical step in ensuring professional quality, they require curricular and pedagogical adjustments that do n...

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Bibliographic Details
Published inIAFOR journal of education Vol. 5; no. SI; pp. 47 - 66
Main Authors Ragg, Mark, Piers, James
Format Journal Article
LanguageEnglish
Published International Academic Forum 16.08.2017
The International Academic Forum
Subjects
Blended Learning
competence-based learning
Competency Based Education
Counseling Techniques
Counselor Training
Course Evaluation
Educational Change
Educational Principles
Feedback (Response)
Flipped Classroom
flipped course delivery
Graduate Students
hybrid learning
Outcomes of Education
professional education
Social Work
Student Attitudes
Teaching Methods
Undergraduate Students
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Summary:In the past decade, health and human service educational programs have transitioned to competence-based outcomes to enhance the quality of graduating professionals. While such outcomes are a critical step in ensuring professional quality, they require curricular and pedagogical adjustments that do not fit easily within university environments. Technology has eased many problems of fit through the development of hybrid and flipped courses that allow on-campus time to be better focused on developing professional skills. This study explored the question: Can flipped delivery improve competence-based outcomes in social work practice classes? The study assessed pedagogical adjustments that integrated competence-based learning principles with flipped classroom delivery. Principles of organizing the class to maximize competence development are explored and illustrated. Improved competence development and student satisfaction were demonstrated in three flipped practice courses with a combined sample size of 269 Bachelor of Social Work (BSW) and Masters of Social Work (MSW) students. Researchers concluded that using flipped-classroom methods enhanced the students' capacity to apply concepts and develop skills. In particular, the ability to receive and process feedback on applied skills was improved.
ISSN:2187-0594
2187-0594
DOI:10.22492/ije.5.si.02