Purpose: Interteaching, an emerging, empirically supported behavioral teaching method, has been recently and successfully introduced in the college classroom. Historically, most interteaching studies have been conducted in didactic classroom settings. To date, no published interteaching studies have used an online course format. Furthermore, no component analysis of the pair discussion component of interteaching has been published. Therefore, this study was intended to examine the pair discussion component of interteaching in an online graduate rehabilitation course.Method: Two conditions were randomly assigned across participants and sessions. The first condition included all key components of interteaching in which student dyads were placed in breakout rooms to discuss the assigned preparation guide. The second condition involved all components of interteaching, with the exception of pair discussion. In this condition, students were placed in breakout rooms to complete the preparation guide on their own. Average student quiz scores were compared across conditions.Results: The pair discussion condition resulted in higher student quiz scores, p < .01. In addition, social validity findings indicated the majority of students reported preference for interteaching with the inclusion of the pair discussion component than without.Conclusions: Finally, limitations of this study and future directions for interteaching technology in online education is discussed.

In prior analysis of interteaching with a quality points contingency no significant difference was reported in student exam scores when quality points were made available. In the present study, we employed an alternating treatments design to compare student performance on post-discussion quizzes when a quality points contingency was alternated across class sessions and feedback on quiz performance was provided immediately following the submission of each quiz. Results indicate average quiz performance was slightly higher following class sessions with the quality points contingency.

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The Internet has become an integral part of the practice of rehabilitation counseling. To identify potential ethical issues regarding the use of the Internet by counselors, two studies were conducted. In Study 1, we surveyed a national sample of rehabilitation counselors regarding their use of technology in their work and home settings. Results suggested that all counselors use email and find information on the Internet, and some also use the Internet to socialize. Some online activities in which counselors engage raise ethical concerns. Study 2 was a content analysis of ethical codes of three national counseling associations and three states that license rehabilitation counselors for the amount of guidance these codes provide regarding Internet activities. Results indicated that although the ethical use of technology has been identified in the codes, there are still areas in which the guidance is only indirect at best.

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