LAUSR

ABSTRACT It has been postulated that field education is the signature pedagogy of social work education. Practicums are paramount in assisting social work students to develop the unique skills and competencies required for professional practice. Traditionally, field education in social work has occurred within the context of social service agencies involving face-to-face interaction with service users and colleagues. The crisis created by the COVID-19 pandemic compelled schools of social work to abandon established placements in favor of virtual or remote learning. This paper describes the experience of the School of Social Work at King’s University College, London, Ontario, in moving its undergraduate and graduate social work students to Remote Learning Plans (RLP) to enable the completion of hours required in their professional programs. The transition to remote learning plans not only modeled good social work practice but also reflected a student-centered approach to learning and teaching. In addition, the experience unearthed the possibilities that exist for field education in remote environments while still equipping students with the knowledge, skills, and values required for social work practice.