Comparing Outcomes of a Web-based MSW Course to Face-to-Face Class Outcomes: Implications for Social Work Education

Abstract

The aim of this study was to assess students' confidence in their ability to diagnose mental illness in a second year Masters-level Psychosocial Pathology course. Overall final grade was also evaluated as an outcome measure. One hundred and ten (98 completed both the pre-and post-tests) Master in Social Work students were enrolled in one of three sections of the course Psychosocial Pathology. Two sections were delivered in a fully face-to-face mode and one section was delivered in a fully web-based mode. Statistically significant differences were found in change scores between the 'online' and 'face-to-face' groups. Statistically significant differences were also found in class composition and student characteristics suggesting that student characteristics, as well as teaching/learning modes, may moderate classroom outcomes. Recommendations for developing 'best practices' for advising students deciding between face-to-face and web-based courses are delineated.

Self-Efficacy Regarding Social Work Competencies

“…as educational outcome measures in studies of field instruction (e.g., Cuzzi, Holden, Chernack, Rutter, & Rosenberg, 1997; Cuzzi, Holden, Rutter, Rosenberg, & Chernack, 1996; Holden, Cuzzi, Rutter, Chernack, & Rosenberg, 1997; Holden, Cuzzi, Rutter, Rosenberg, & Chernack, 1996; Holden, Cuzzi, Rutter, Chernack, Spitzer et al, 1997; Parker, 2006), interactive multimedia training for undergraduate social work students (Cauble & Thurston, 2000), an undergraduate writing course (Woody et al, 2014), research/evaluation courses at undergraduate and graduate levels (Holden, Barker, Meenaghan, & Rosenberg, 1999; Holden, Barker, Rosenberg, & Onghena, 2007, 2008; Unrau & Beck, 2004; Unrau & Grinnell, 2005), a comparison of web-based versus face-to-face MSW classes (Lawrence & Abel, 2013), “shadowing” (Parker, Hughes, & Rutter, 2006–2007), a service learning course (Williams, King, & Koob, 2002), a trauma informed evidence-based practice graduate course (Strand, Abramovitz, Layne, Robinson, & Way, 2014), a problem-based learning project (Westhues, Barsen, Freyond, & Train, 2014), and a social work administration course (York, 2008);…”

Educating Social Workers in the Midst of COVID-19: The Value of a Principles-led Approach to Designing Educational Experiences during the Pandemic

“…The utilisation of mixed learning strategies that include active learning, synchronous and asynchronous strategies, and strong teacher presence, have been emphasised by researchers as central to good design of online learning ( Rapanta et al , 2020 ). While the experience of educators and students in online practice teaching at the University of South Australia were reportedly positive, it is important to be aware that student factors play a role in whether online methods are successful ( Lawrence and Abel, 2013 ). In particular, the age of students, experience with online environments and family responsibilities have been shown to influence whether online learning leads to positive learning outcomes for social work students ( Lawrence and Abel, 2013 ).…”

“…While the experience of educators and students in online practice teaching at the University of South Australia were reportedly positive, it is important to be aware that student factors play a role in whether online methods are successful ( Lawrence and Abel, 2013 ). In particular, the age of students, experience with online environments and family responsibilities have been shown to influence whether online learning leads to positive learning outcomes for social work students ( Lawrence and Abel, 2013 ). Moreover, any consideration of the value of online learning in social work education through this period of the pandemic must take into account the influence of the pandemic itself.…”