Abstract This article reports findings of a research project aimed to evaluate the experiences of British social work students in communication skills development. The collaborative experiential learning model across eight weeks consisted of teaching followed by role-play practice, which was undertaken in groupwork within a university teaching space and on Teams. The students provided peer feedback which was supplemented with feedback from teaching staff, a person with lived experience or a qualified social worker and it was videoed, all enabling reflection on practice by the students between sessions. The data was collected from n = 35 first year students and apprentices on a social work degree participating in a qualitative survey to gather views on the collaborative experiential learning model used in the module. The research findings identified the themes of engagement with learning, collaborative experiential learning, and factors that impacted learning. Research participants identified multiple and often unexpected skills, which included the development of peer relationships, reflective skills, communication skills, planning skills, knowledge, confidence, groupwork skills and ability to give and receive feedback to enhance future service provision. This was enabled by a positive working group, formed by a supportive role for each other, a non-judgemental attitude, and participation and engagement.
Beesley et al. (Mon,) studied this question.