Challenges Associated with Online Work Integrated Learning. Ensuring Quality of WIL And Assessments Post-COVID-19.

Abstract

This paper seeks to outline the challenges faced by both social work teachers and students during work-integrated learning in the advent of COVID-19 and post covid 19 with an attempt to reshape work-integrated learning and assessment. The unexpected arrival of Covid-19 forced the institution of high learning to engage with students online. As part of this development, social work teachers had to quickly introduce new teaching approaches and assessment methods, including case studies, case simulations, observation of existing projects, creation of YouTube videos, online assessment, and supervision. All these came with their challenges, which required innovative strategies that had to be supplemented with quality assurance measures to safeguard the quality of teaching. Importantly, ensuring ethical practice during the online WIL approach became more challenging due to the changing nature of the risks encountered and the restricted possibilities to honor people’s rights. Social workers and social work students had to put much effort into rethinking and reconfiguring resources, procedures, protocols, and conventional processes to uphold professional integrity and practice standards. The author utilized desktop research, guided by a focused mapping review and synthesis method, and practiced knowledge as a practical lecturer to gather the data for this paper. The implications of the online WIL approach in social work practice are perceived ethical dilemmas and poor-quality assurance, which may compromise the profession. Proper quality measures need to be put in place to avoid these. Addressing these challenges requires combining technological solutions, pedagogical innovations, and support structures to ensure that online WIL programs effectively prepare students for the workforce while mitigating the drawbacks of remote learning and work experiences.