Using an Online Support Site to Extend the Learning to a Graduate Field Practicum in the United States

Roberts-DeGennaro, Maria; Brown, Christine; Min, Jong Won; Siegel, Marci

doi:10.1080/02615470500050560

Cited by 16 publications

(7 citation statements)

References 21 publications

(17 reference statements)

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“…The sharing of information through online discussion forums has been a source of support for students involved in practical social work placements (Quinney 2005;Roberts-DeGennaro et al 2005).…”

Section: Introductionmentioning

confidence: 99%

Students’ evaluations of the use of e-learning in a collaborative project between two South African universities

et al. 2007

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Online learning is increasingly being used in Higher Education, with a number of advantages to online learning being identified. One of these advantages is the suggestion that online learning provides for equality of opportunity. This article reports on students' evaluations of the use of e-learning in a collaborative project between two South African universities. The results highlighted both positive and negative evaluations of the use of e-learning. The positive aspects identified were that e-learning provided for ease of communication between parties, and easy access to information and learning material. Negative aspects identified were that it presented some technical challenges; online communication was disjointed; there was unequal access to computers between students from the two universities; students felt that more face-to-face interaction is needed. The issue of unequal access to computers and the internet is highlighted as a crucial issue for e-learning in the South African context, and for the fostering of a democratising educational discourse.

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Section: Introductionmentioning

confidence: 99%

Students’ evaluations of the use of e-learning in a collaborative project between two South African universities

et al. 2007

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“…In an online environment, class information such as announcements and expectations are readily available at all times as opposed to having to take notes in a face-to-face classroom setting. In a study of an online field education support site for social work students in their field practicum, students reported that the most useful feature of the website was the online announcements (Roberts-DeGennaro et al, 2005). In addition, younger, more Social Work Education 763 traditionally aged students, who have come of age surfing the net, may feel more comfortable learning from the web in their natural environment as opposed to sitting still listening to a lecturer for an hour or more (Lam, 2009).…”

Section: Review Of the Literaturementioning

confidence: 99%

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

Lawrence

Abel

2013

Social Work Education

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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.

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“…Anecdotally, social work programs in general have historically resisted the online or distance education approach to social work practice courses, reasoning that the skills and techniques central to social work practice can only be adequately addressed in Social Work Education 849 a traditional classroom environment (Roberts-DeGennaro et al, 2005). This resistance is common in academic programs that include vocational skills training such as social work, nursing, and education.…”

Section: Literature Reviewmentioning

confidence: 98%

Enhancing Learning and Learner Satisfaction Through the Use of WebCT in Social Work Education

Aguirre

Mitschke

2011

Social Work Education

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Emerging technology has produced changes in the ways that social workers learn, practice, and interact. As communication and educational innovations have increasingly involved the use of ever-improving technologies for social work practice, so too has social work education evolved to incorporate these advances in the classroom setting. This article describes and evaluates various aspects of one particular type of web-based learning environment, WebCT, and its incorporation into five face-to-face foundation courses in a bachelor's and master's level social work program. The authors utilized an online survey to assess frequency of access of the web-based course management system and perceptions of the features. Results of this online survey assessing student use and perception of hybrid courses are shared along with implications and recommendations.

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Using an Online Support Site to Extend the Learning to a Graduate Field Practicum in the United States

Cited by 16 publications

References 21 publications

Students’ evaluations of the use of e-learning in a collaborative project between two South African universities

Students’ evaluations of the use of e-learning in a collaborative project between two South African universities

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

Enhancing Learning and Learner Satisfaction Through the Use of WebCT in Social Work Education

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