| Summary: | Twenty-two graduate social work students created six evolving virtual cases that emerged as students posted assignments to a common site using WebCT software. The students also used the technology to receive peer collaboration and clinical feedback from instructors. The researchers taught the course. Findings indicate that while students entered the course with different perceptions of their competency levels in technology and practice, the WebCT module enhanced students' skills as demonstrated by self-report. Instructional challenges include access to technology, technology training, time, and challenges with the transmission of practice values.
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