Abstract

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.

摘要

本文介绍了在线和面对面学生之间的社会工作技能课程中学习成果的评估结果。对学生的背景和学术因素进行比较，包括研究生之前的平均成绩、完成本科教育的时间、本科学位以及以前的工作和社会服务培训。学生还在课程开始时和完成后完成了技能自我评估。用于衡量学习成果的数据包括获得的总分和成绩。数据还从教师的现场笔记和观察中收集。使用描述性统计和双变量分析对数据进行分析，包括单向和重复测量方差分析。在线学生认为他们以更多的技能进入课堂，但在评估后没有差异。除生物-心理-社会评估外，学生在主要作业上的分数差异很小；面对面的学生得分更高。教师们认为在线建立融洽关系具有挑战性。结果表明在线和面对面学习的平等。重要的是继续研究哪些学生在在线和面对面的课程中表现最好，以帮助学生根据他们的学习偏好做出最佳选择。