A process evaluation of online and face-to-face options in a U.S.-based MSW program: examining differences in student perspectives and needs.
COVID-19 amplified existing stressors across the globe, with unique effects on college students. During this same time, higher education witnessed the proliferation of online technologies and the rise of third-party, private online program managers as universities and students pivoted to distance le...
| Publicado en: | Social Work Education Vol. 45; no. 6; pp. 1668 - 1690 |
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| Autores principales: | , , , , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Sep2026
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=196477621&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 196477621 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Sep2026 vid: 45 iid: 6 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 196477621 10.1080/02615479.2025.2582735 ppf: 1668 ppct: 22 formats: fmt: – @attributes: type: T – @attributes: type: P size: 731KB tig: atl: A process evaluation of online and face-to-face options in a U.S.-based MSW program: examining differences in student perspectives and needs. aug: au: Ricciardelli, Lauren A. Herzog, Joseph Knierim, Matthew Lewis, Melinda L. Toland, Ashley M. McGarity, Stephen V. affil: Department of Social Work, University of West Florida, Pensacola, FL, USA College of Social Work, University of Tennessee-Knoxville, Knoxville, TN, USA su: United States Online education Social work education COVID-19 pandemic Academic achievement Mental health Student attitudes Educational evaluation sug: subj: Online education Social work education COVID-19 pandemic Academic achievement Mental health Student attitudes United States Offices of Mental Health Practitioners (except Physicians) Other Individual and Family Services Educational evaluation keyword: disability services face-to-face learning implicit curriculum Online learning student mental health disability services face-to-face learning implicit curriculum Online learning student mental health ab: COVID-19 amplified existing stressors across the globe, with unique effects on college students. During this same time, higher education witnessed the proliferation of online technologies and the rise of third-party, private online program managers as universities and students pivoted to distance learning. Understanding U.S. social work students' mental health and academic success needs have implications for the standards of the profession, program accreditation standards (e.g. implicit curriculum), and for the ethical recruitment and enrollment of students, including the design and facilitation of online social work degree programs. Aligned with the extant body of scholarly literature, the present program evaluation surveyed social work students who were enrolled in a Council on Social Work Education (CSWE)-accredited graduate social work program in the United States in Fall 2023. The purpose of the program evaluation was to examine lines of difference and non-difference between social work students currently enrolled in the asynchronous online learning option (n = 82) and those who were enrolled in the face-to-face learning option (n = 10) through the analysis of closed-item and open response data. Quantitative and qualitative inquiries were conducted. Based on evaluation results and recommendations, implemented programmatic responses were shared. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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