Abstract
Remote learning began as a crucial response to the distinctive challenges brought about by the COVID-19 pandemic, which significantly affected social work education. This study explored the experiences of social work students at the University of Johannesburg (UJ) during the COVID-19 lockdown. It specifically focused on the difficulties they encountered in their supervised fieldwork placements and their perceptions of supervision during this period.
Supervised fieldwork placements serve as vital learning opportunities for students to hone and apply social work skills, integrate theoretical knowledge, and foster a commitment to the profession. Traditionally conducted in-person at field placement agencies, these placements faced disruptions due to movement restrictions imposed between April 2020 and December 2021 because of the COVID-19 pandemic.
Employing a qualitative approach and a phenomenological research design, this study aimed to explore the distinct challenges encountered by social work students in their fieldwork and supervision during this time. Semi-structured interviews and thematic analysis were employed to explore the participants' narratives.
The study revealed the remarkable resilience, coping mechanisms, and resourcefulness demonstrated by social work students as they navigated the challenges of remote learning amid the pandemic. It also highlighted the significance of support networks and wellbeing strategies in facilitating access to field placements. Moreover, the research highlighted the flexibility and innovation observed in supervision dynamics, emphasising the pivotal role of technology in maintaining effective communication between students and supervisors. This demonstrated the adaptability of both parties in confronting circumstances.
Based on the findings, two key recommendations are proposed. Firstly, advocating for flexible fieldwork policies entails the implementation of adaptable guidelines to ensure continuous experiential learning while prioritising student safety during emergencies like the COVID-19 pandemic. Secondly, enhancing virtual supervision support necessitates strategic technological investments, provision of essential digital resources, and comprehensive training to facilitate effective communication in virtual settings. These recommendations aim to bolster resilience and adaptability in social work education during periods of remote learning.
Keywords: COVID-19, social work education, fieldwork placements, supervision, remote learning, resilience theory