A Comparison of Student Knowledge and Attitude toward Research: Are Main Campus Students Different from Those in a Hybrid Environment?

Buchanan, Rachel L.; Mathews, Deborah

doi:10.1080/08841233.2013.828668

Cited by 10 publications

(3 citation statements)

References 26 publications

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“…Using standardized measures of attitudes toward computers and technology use at the beginning and end of a research methods class with two sections (one online, the other face-to-face), they found no significant difference in the computer attitude scale between pretest and posttest and marginal differences in technology use between the two groups, with online students reporting greater comfort using technology than their face-to-face counterparts. Buchanan and Mathews (2013) used the Kirk-Rosenblatt Research Inventory (1981) to assess MSW social work students' beliefs, knowledge, and opinions about research, finding no statistically significant difference between main campus and satellite MSW students' knowledge. Cummings et al (2015) used a standardized measure of self-efficacy to explore differences between online and face-to-face students from the perspective of an overall program, finding no significant difference between online and face-to-face student outcomes (Cummings et al, 2015).…”

mentioning

confidence: 99%

Longitudinal Student Research Competency: Comparing Online and Traditional Face-to-Face Learning Platforms

Brown

Park²

2016

ASW

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confidence: 99%

Longitudinal Student Research Competency: Comparing Online and Traditional Face-to-Face Learning Platforms

Brown

Park²

2016

ASW

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“…The applicability of using an online environment to deliver social work education continues to be questioned (Buchanan & Mathews, 2013), with particular emphasis on the online teaching of practice courses (Ferrera et al, 2013;Forgey & Ortega-Williams, 2016). Some argue that the proliferation of online learning has deteriorated the culture of intellectual thought usually facilitated through traditional classroom settings (Brabazon, 2002).…”

Section: Blended Learning Curriculum In Social Work Higher Educationmentioning

confidence: 99%

Blueprint for Social Work Blended Learning Curriculum in the Chinese Context

Chan

Bruce

et al. 2022

Research on Social Work Practice

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Purpose: This study explored the conceptual framework and procedures of course design and then optimal evaluation tools for blended learning in social work education in the Chinese context. Method: Fifteen courses of five social work programs in Hong Kong are used to create a blueprint for blended learning in the social work curriculum in the Hong Kong Chinese context. Videos, virtual tours, online games, and an e-forum are components of the course design while pre-test and post-test multiple measurements are used for course evaluation. Parameters are provided for the blended learning blueprint and framework that integrate face-to-face instruction and virtual learning elements. Results: A prominent conceptual framework and important protocols in social work higher education in China is introduced. Discussion: The results of this study contribute to current understanding of the applicability and pedagogical aspects of blended learning in social work in the Chinese context, especially in the post-pandemic era.

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“…Learning policies at schools and universities must be clarified in terms of efforts of preventing Covid-19 transmission. Hybrid learning, online and offline, can be carried out at schools and universities (Barak & Dori, 2009;Buchanan & Mathews, 2013). Health education with hybrid learning has several advantages, among others, students can still receive content directly from the lecturers while complying with applicable health protocols; hence, hybrid learning is the right solution at the moment.…”

Section: Resultsmentioning

confidence: 99%

Health Education in Pandemic: Students’ Perception and Motivation Correlate with Prevention Behaviors

Susanti¹,

Ichsan²,

Sri³

et al. 2022

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The prevention of Coronavirus Disease 2019 (Covid-19) is everyone’s effort everywhere including in health education. University is one of the most vulnerable places for Covid-19 transmission. Students, as one of the community components in the university, have a vital role in preventing the spread of Covid-19 with appropriate perception and motivation. The research aims to identify the correlation between perception, motivation, and efforts of preventing Covid-19 transmission to students of the Faculty of Health. The research method is descriptive with surveys as the data collection technique. Instruments used in the research are in the form of instruments of perception, motivation, and behavior that are developed with 10 items each. The research results indicate a significant relationship between perception, motivation, and behavior of Covid-19 prevention. Several items with the lowest average score are the first item for perception (4.05), the ninth item for motivation (4.06), and the fifth item related to preventive behaviors (4.14). Efforts in improving the behavior of Covid-19 prevention can be carried out through the enhancement of education at the university level. The research concludes that there is a relationship between the perception, motivation, and behavior of students of the Faculty of Health in preventing Covid-19 transmission. Keywords: Prevention Behaviors, Health Education, Preventing Covid-19

show abstract

A Comparison of Student Knowledge and Attitude toward Research: Are Main Campus Students Different from Those in a Hybrid Environment?

Cited by 10 publications

References 26 publications

Longitudinal Student Research Competency: Comparing Online and Traditional Face-to-Face Learning Platforms

Longitudinal Student Research Competency: Comparing Online and Traditional Face-to-Face Learning Platforms

Blueprint for Social Work Blended Learning Curriculum in the Chinese Context

Health Education in Pandemic: Students’ Perception and Motivation Correlate with Prevention Behaviors

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