The use of technology-enhanced learning (TEL) to facilitate authentic learning: experiences of South African social work educators

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dc.contributor.authorPillay, Roshini
dc.contributor.authorBozalek, Vivienne
dc.contributor.authorWood, Denise
dc.date.accessioned2017-03-09T15:10:05Z
dc.date.available2017-03-09T15:10:05Z
dc.date.issued2015
dc.description.abstractPedagogies incorporating technology-enhanced learning (TEL) are growing in social work education. However, there have been few explorations of the effectiveness of use of particular pedagogical designs based upon authentic learning principles in social work education. This paper contributes to such scholarship on teaching and learning using technologies through the analysis of five qualitative case studies of South African social work educators in order to ascertain whether and how the principles underpinning authentic learning are present in their teaching practices. The paper concludes by arguing that the use of TEL in combination with the principles of authentic learning have the potential to support social work students become work-ready.en_US
dc.description.accreditationDept of Higher Education & Training approved list
dc.identifier.citationPillay, R., et al. (2015). The use of technology-enhanced learning (TEL) to facilitate authentic learning: experiences of South African social work educators. Social Work/Maatskaplike Werk, 51(4): 515-532en_US
dc.identifier.issn2312-7198
dc.identifier.urihttp://hdl.handle.net/10566/2612
dc.language.isoenen_US
dc.publisherStellenbosch Universityen_US
dc.rightsThis journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
dc.source.urihttp://socialwork.journals.ac.za/pub/issue/view/81
dc.subjectTechnology enhanced learningen_US
dc.subjectAuthentic learningen_US
dc.subjectSocial work educationen_US
dc.subjectSouth Africaen_US
dc.titleThe use of technology-enhanced learning (TEL) to facilitate authentic learning: experiences of South African social work educatorsen_US
dc.typeArticleen_US

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