Teaching note—teaching and learning during the COVID-19 lockdown at the university of Windsor: Faculty, graduate teaching assistant and student experience

Musa, Mohamad

Department of Social Work, Cape Breton University, Sydney, Nova Scotia, Canada.


Lwin Kristen

School of Social Work, University of Windsor, Windsor, Ontario, Canada


Sellan Rebecca

School of Social Work Graduate, University of Windsor, Windsor, Ontario, Canada.

DOI: https://doi.org/10.20448/ajssms.v11i3.5713

Keywords: Graduate programs, Group work, Online learning, Online teaching, Pandemic, Social work, Virtual learning.


In response to the global upheaval caused by the COVID-19 pandemic, educational institutions, including the University of Windsor, transitioned swiftly to virtual learning, necessitating innovative approaches to ensure academic progress amidst the cancellation of in-person classes and exams. This transition was particularly significant for the University of Windsor, situated in Southwestern Ontario, where the pandemic's impact was felt deeply, with implications for both the university community and the broader region. Despite initial challenges, the subsequent summer semester saw smoother operations, attributed to collective learning experiences among faculty, graduate assistants, and students, particularly in the School of Social Work. This paper examines the delivery of a Master of Social Work course, Challenges in Human Behavior, during the pandemic, showcasing the use of virtual platforms and innovative assessment strategies. Insights from faculty, graduate assistants, and students reveal varying experiences and challenges, highlighting the importance of proactive communication, support mechanisms, and student-led initiatives in enhancing the online teaching and learning experience. As the educational landscape continues to evolve amidst uncertainty, these findings offer valuable recommendations for preparing educators, fostering instructor-student communication, and empowering students as active participants in their educational journey, ultimately shaping the future of online social work education and beyond. This study underscores the resilience and adaptability of educational institutions in navigating unprecedented challenges, while also recognizing the ongoing need for collaboration and innovation in shaping the future of higher education in a rapidly changing world.


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