Video-Based Reflections for Inclusive and Multi-Dimensional Reflective Practice in Field Education

Overview: Reflective pedagogy has been essential in the integration of knowledge and social work practice in field education. This study explores the use of video-based reflections to broaden the more dominant reflective practices of writing and contribute towards multi-dimensional instructional strategies of student reflections, ultimately providing more inclusive and holistic learning.Proposal text: Reflective practice has been widely known in social work, nursing, and other fields as the effective approach to deep learning from experience and gaining professional practice skills (Kolb, 1983; McGuire & Lay, 2019; Schoen, 1983). Critical written reflections are commonly used to build students’ capacity to be introspective, and communicate thoughts and feelings (Testa & Egan, 2016).

However, studies found written forms were often shallow, not yielding critical reflections that challenge assumptions behind values, beliefs, and behaviors, and limiting students’ authenticity (Frazier & Eick, 2015; Rose et al., 2016). Similarly, nonverbal behaviors, including facial expressions, body movements, and changes in tone of voice, all important aspects of emotional expression, are missed in written reflections (Parikh et al., 2012).

Additionally, underdeveloped writing skills and English as a second language may become significant barriers to expressing oneself through writing (Rose et al., 2016). Assigning only written reflections may become exclusive towards Students of Color who come from rich cultures of oral storytelling. Given that a growing number of social work students in recent years are first-generation college students (Wright, 2018), we must consider additional means of multi-dimensional reflective pedagogy to benefit all students in their learning.

Though other instructional strategies have been utilized in social work to enhance reflective practices including online written blogs, discussion boards, simulations, learning portfolios, and problem-based learning (McGuire & Lay, 2019), little research has been found on video-based reflections within field education. With the increased use of video among the general population, video technology has become widely adopted in other fields for video-based reflective journaling (Frazier & Eick, 2015; Hoepner et al., 2021; Parikh et al.,2012).

Using video technology is a potential tool in field education enabling richer self-reflection, and inclusive multi-dimensional assessments of student professional development. Video-based reflection allows students, especially those from diverse backgrounds, to verbally communicate their thoughts and experiences more authentically and meaningfully(Hoepner et al., 2021; Parikh et al., 2012). Video technology may capture facial expressions, voice tones, posture adjustments, and other non-verbal communication, not obvious through written forms. Also, video self-reflection promotes an increase in student creativity and spontaneity (Frazier & Eick, 2015).

This case study uses data from surveys completed by MSW students (N = 176) enrolled in field education (over 80% are Students of Color) and field faculty (N = 15) on perceptions, and experiences of student video reflection assignments in 2021-22. The new video reflection assignments replaced half of the eight written reflection assignments related to learning, affective processes, and competencies.

Findings of the perceived value of the new reflection assignments, quality and depth of video self-reflection and applied learning toward social work practice, reflection assessments, and future implications will be discussed. Differences in video and written reflective practices reported by both students and field faculty will also be explored. Video reflections add a valuable dimension to the communication and reflection process allowing deeper learning in social work practice, ultimately contributing to inclusive and multi-dimensional reflective pedagogy in social work field education that benefits all students in their learning.