Evaluating Learning Outcomes and Assessing Social Work Skill Development: Comparing Online vs. In-Person Education.
This article presents results from an evaluation of learning outcomes in a social work skills class between online and in-person students. Students were compared on background and academic factors, including grade point average prior to graduate school, time since completion of undergraduate educati...
| Publicado en: | Journal of Technology in Human Services Vol. 40; no. 1; pp. 47 - 58 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jan-Mar2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=155632853&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 155632853 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15228835 8AO jtl: Journal of Technology in Human Services issn: 15228835 maglogo: N pubinfo: dt: Jan-Mar2022 vid: 40 iid: 1 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 155632853 153641212 155632853 155632853 10.1080/15228835.2021.1997693 155632853 ppf: 47 ppct: 11 formats: tig: atl: Evaluating Learning Outcomes and Assessing Social Work Skill Development: Comparing Online vs. In-Person Education. aug: au: Canada, Kelli E. Freese, Rebekah A. Bailey, Rachel M. Fitch, Dale affil: University of Missouri, Columbia, Missouri sug: subj: Outcomes of Education Evaluation Learning Methods Education, Social Work Skill Acquisition Evaluation Online Education Human Academic Performance Students, Undergraduate Social Work Service Education Self Assessment Descriptive Statistics Bivariate Statistics One-Way Analysis of Variance Repeated Measures Univariate Statistics Data Analysis Software Pretest-Posttest Design ab: This article presents results from an evaluation of learning outcomes in a social work skills class between online and in-person students. Students were compared on background and academic factors, including grade point average prior to graduate school, time since completion of undergraduate education, undergraduate degree, and previous work and training in social services. Students also completed a skills self-assessment at the beginning of the class and upon completion. Data used to measure learning outcomes included total points earned and grades. Data were also collected from instructors' field notes and observations. Data were analyzed using descriptive statistics and bivariate analyses, including one way and repeated measure ANOVA. Online students perceived they entered the class with more skills but no differences existed at the post-assessment. Minimal differences existed in students' scores on major assignments except the bio-psycho-social assessment; in-person students scored higher. Instructors identified rapport building online as challenging. Results suggest parity of online and in-person learning. It is important to continue researching which students do best in--online and in-person coursework--in order to assist students in making the best choices for their learning preferences. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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