Social WorkersCane-Learn: Evaluation of a Pilot Post-Qualifying e-Learning Course in Research Methods and Critical Appraisal Skills for Social Workers

Abstract

Social workers are increasingly encouraged to become research minded and integrate research findings into their practice. However, there is a paucity of high-quality accessible training for social workers in research methods and critical appraisal skills. We developed an e-learning version of an MSc degree module to widen access to this kind of training and this paper presents the findings of an evaluation of a pilot of this e-learning course. To test the effectiveness of the e-learning environment in delivering research methods and critical appraisal skills training to social workers in comparison with a classroom group, we adopted a mixed methods approach which comprised concept mapping exercises, semistructured interviews and evaluation questionnaires administered to the e-learners (n ¼ 3) and a classroom comparison group (n ¼ 12). Our analysis of the students' concept maps revealed no conspicuous differences in the quality of student knowledge changes that were a consequence of the mode of teaching delivery. The e-learners met the learning outcomes of the module to the same extent as the classroom group and were highly satisfied with the mode of delivery. Although this was a small pilot, it provided tentative evidence that social workers can use e-learning to develop evidence-based practice skills.

Reducing Research Anxiety among MSW Students

“…MSW students rated their learning and course satisfaction significantly higher when it had online requirements in a quasi-experimental pre-/posttest study (Banks & Faul,Downloaded by [171.65.91.18] at 16:24 19 November 2014 2007). So did graduate UK social work students in an evidence-based practice methods course (Webber, Currin, Groves, Hay, & Fernando, 2010).…”

A new distance learning national framework for social work continuing education: critical reflections on the first phases of implementation

“…Feedback from students has confirmed the value of these MODs in a variety of ways; for example, in addressing initial enrolment issues, in providing an introduction to Level 7 (Master's level) provision, and in demonstrating the module content and other related studyskills material delivered on-line. Other social work educators have reported the utility of holding classroom based initial orientation days (Bourn and Bootle, 2006;Webber, Currin, Groves, Hay and Fernando, 2009).…”

“…Amongst some students there is evidence of their grappling, and sometimes struggling, with academic conventions and integration of research evidence. In part this could also be attributed to the legacy of low levels of research competence and research mindedness amongst the social wok profession and, until more recently, a general neglect of research training on social work pre-qualifying programmes ( Huxley Evans, Mayo, Ball, and Maegusuku-Hewett, 2009;Webber et al, 2009).…”

Are MOOCs the next trend in social work?: Implications for practice education

“…Researchers have consistently verified the success of OE in SWE. Social workers demonstrate technological skills and comfort with technology (Dedman & Palmer, 2011;Hash & Tower, 2010;Levine & Chapparro, 2007;Webber, Currin, Groves, Hay, & Fernando, 2010). Social workers use technology to communicate with clients, engage in consultation, identify community resources for the purpose of referrals, research best practices, engage in community building, and a host of other purposes (NASW, 2005).…”