Evaluation of Electronic Discussion Forums in Social Work Diversity Education: A Comparison of Anonymous and Identified Participation

Two Web-based forums for discussing diversity issues were evaluated as part of graduate social work education. Data included surveys from 91 students as well as aggregate Web use information. Outcomes included perceived learning benefits related to cultural competency, improved relationships and ben...

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Bibliographic Details
Published in:Journal of technology in human services 2003, Vol.21 (4), p.53-71
Main Authors: Bertera, Elizabeth M., Littlefield, Melissa B.
Format: Article
Language:English
Subjects:
Anonymity
Computer Assisted Instruction
Computer Mediated Communication
Cultural competence
cultural competency
Cultural Pluralism
Cultural Sensitivity
Dialogue
Discussion groups
Diversity
Education
Educational technology
Graduate Students
Internet
Multiculturalism
online dialogue
Social work
Social Work Education
Students
User satisfaction
User surveys
Web-based education
World Wide Web
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Summary:Two Web-based forums for discussing diversity issues were evaluated as part of graduate social work education. Data included surveys from 91 students as well as aggregate Web use information. Outcomes included perceived learning benefits related to cultural competency, improved relationships and benefits of anonymous vs. identified participation in the forums. We found that (1) 75% of the students reported benefits related to learning cultural competency; (2) just over 60% experienced positive impacts on relationships with classmates; (3) 54% believed anonymity improved honesty during forum dialogues; however, students who participated in the author-identified forums perceived significantly more perceived learning benefits related to cultural competency than those who participated in the anonymous forums; and (4) over one-third of students improved their perceived technological competence as a result of participating in the forums. We conclude that online forums can serve as a useful adjunct to achieving cultural competency among social work students.
ISSN:1522-8835
1522-8991
DOI:10.1300/J017v21n04_04