Variability, visuals, and interaction: online learning recommendations from social work students

• Published in: Social work education 2022-02, Vol.41 (2), p.157-165
• Main Authors: Groton, Danielle B., Spadola, Christine E.
• Format: Article
• Language: English
• Subjects: Access; College students; Distance learning; e-learning; Focus groups; Higher education; Internet; Learning; Learning environment; Online learning; Preferences; Social programs; Social work; Social work education; student preferences; Students
• ISSN: 0261-5479; 1470-1227
• DOI: 10.1080/02615479.2020.1806997

Online learning has become increasingly popular in higher education, and an increasing number of social work programs are offering completely online programs. Despite this, little is known about social work students' preferences for online learning. The current study addresses this gap in the literature by conducting an in-depth examination of what social work students prefer in online learning programs. We conducted three semi-structured focus group interviews with graduate and undergraduate social work students (n= 25) to gather input on preferences for online learning environments. Focus groups were audio-recorded, transcribed verbatim, and analyzed using the constant comparative method. Twelve thematic codes were identified related to online learning preferences, and seven of the codes were salient in all three focus groups: visuals, interactive components, asynchronous structure, the importance of 'switching it up', accessibility concerns, need for applied scenarios, and preferences for assessments in the virtual learning environment. These preferences and recommendations are discussed, as well as their implications for online learning.