Evaluating Distance Learning in Social Work Education: A Replication Study

Fifty-seven MSW students enrolled in two different practice courses were exposed to approximately equal amounts (five 4-hour sessions) of live, in-class instruction and two-way interactive televised instruction. Separate post-course evaluations of both teaching methods, using a previously published...

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Bibliographic Details
Published in:Journal of social work education 1998-04, Vol.34 (2), p.291-295
Main Authors: Thyer, Bruce A., Artelt, Thomas, Markward, Martha K., Dozier, Cheryl D.
Format: Article
Language:English
Subjects:
Child welfare
Classroom Communication
College campuses
Comparative Analysis
Control Groups
Course Evaluation
Distance Education
Distance learning
Drug abuse
Education
Educational Television
Georgia
Graduate Students
Higher Education
Instructional Effectiveness
Interactive Television
Learning
Masters Programs
Professional Education
Psychopathology
Questionnaires
Replication studies
Social Work
Social Work Education
Standard deviation
Student Attitudes
Student Evaluation of Teacher Performance
Students
Substance abuse treatment
Teaching
Teaching Methods
Telecommunications
Television
Undergraduate Students
University of Georgia
USA
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Summary:Fifty-seven MSW students enrolled in two different practice courses were exposed to approximately equal amounts (five 4-hour sessions) of live, in-class instruction and two-way interactive televised instruction. Separate post-course evaluations of both teaching methods, using a previously published measure of instructional quality, significantly favored live instruction over televised distance learning. More empirical research demonstrating the potential benefits of distance learning technology is urgently needed prior to the widespread adoption of these methods.
ISSN:1043-7797
2163-5811
DOI:10.1080/10437797.1998.10778925