Benefits and Challenges of Online Education for Clinical Social Work: Three Examples

Jones, Sally Hill

doi:10.1007/s10615-014-0508-z

Cited by 60 publications

(59 citation statements)

References 21 publications

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“…The design strategy included peer assessment, virtual patients (for assessment and treatment planning), and extended case studies, incorporating problem-based and authentic learning experiences in both instruction/learning activities and assessment. Jones (2015) provided examples of integrating technology with course content in clinical social work online courses to meet discipline specific objectives. Students studying to become social workers need to develop higher level skill sets including interpersonal skills, self-awareness, application, analysis and evaluation skills (for diagnostic assessment, planning and treatment).…”

Section: Research In Learning Technologymentioning

confidence: 99%

“…Students studying to become social workers need to develop higher level skill sets including interpersonal skills, self-awareness, application, analysis and evaluation skills (for diagnostic assessment, planning and treatment). Jones (2015) used synchronous videoconferencing, service learning (for developing clinical skills) and role playing (with asynchronous video recordings) in the online foundational social work courses. Students in both the online and face-to-face courses rated them favourably.…”

Section: Research In Learning Technologymentioning

confidence: 99%

“…In conclusion, many studies have documented that online courses can be just as or more successful than traditional face-to-face courses (Aragon, Johnson, and Shaik 2002;Ashby, Sadera, and McNary 2011;Cao and Sakchutchawan 2011;Jones 2015;Means et al 2010;Rogerson-Revell 2015). Success in online learning requires interaction between the learner, instructor, learners and technology (Fabry 2009).…”

Section: Future Research and Practicementioning

confidence: 99%

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A review of predictive factors of student success in and satisfaction with online learning

Kauffman

2015

Research in Learning Technology

398

241

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Students perceive online courses differently than traditional courses. Negative perceptions can lead to unfavourable learning outcomes including decreased motivation and persistence. Throughout this review, a broad range of factors that affect performance and satisfaction within the online learning environment for adult learners will be examined including learning outcomes, instructional design and learner characteristics, followed by suggestions for further research, and concluding with implications for online learning pertinent to administrators, instructors, course designers and students. Online learning may not be appropriate for every student. Identifying particular characteristics that contribute to online success versus failure may aid in predicting possible learning outcomes and save students from enrolling in online courses if this type of learning environment is not appropriate for them. Furthermore, knowing these learner attributes may assist faculty in designing quality online courses to meet students' needs. Adequate instructional methods, support, course structure and design can facilitate student performance and satisfaction.Keywords: online learning; learner characteristics; instructional design; online learning outcomes Advances in technology, including the internet, have affected the delivery of education across the world. Online learning is growing at an incredible rate. The Sloan Foundation annual report, Going the Distance: Online Education in the United States 2011, reported that over 6.5 million students enrolled in at least one online course during 2010 with 31% of post-secondary students taking at least one online course (Allen and Seaman 2011). While there has been an increase in this method of delivery, it is still relatively new. The present review will examine a broad range of factors that affect performance and satisfaction within the online learning environment for adult learners. Much research has been done examining traditional models of delivery (i.e. classroom); extensive information regarding the online classroom is still emerging. According to Moore and Kearsley (2005), online learning has typically been the chosen method for working adults aged 25Á50. Online education offers a convenience and flexibility that traditional face-to-face classes cannot, especially important for those learners balancing work, school and family. Almost all courses nowadays have some online component, often using web-based technology to facilitate delivery of course

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Section: Research In Learning Technologymentioning

confidence: 99%

Section: Research In Learning Technologymentioning

confidence: 99%

Section: Future Research and Practicementioning

confidence: 99%

See 1 more Smart Citation

A review of predictive factors of student success in and satisfaction with online learning

Kauffman

2015

Research in Learning Technology

398

241

View full text Add to dashboard Cite

show abstract

“…In the quest to identify factors that may help explain the level of comparable effectiveness, class size is another factor that deserves more attention in future studies of course effectiveness (Jones, 2015). While this study found no significant differences in learning outcomes or the quality of the learning environment, it is not known how dependent these outcomes were on the particular class sizes in this study.…”

Section: Discussionmentioning

confidence: 62%

Effectively Teaching Social Work Practice Online: Moving Beyond Can to How

Forgey

Ortega‐Williams

2016

ASW

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“…There is some evidence that online learning and particularly learning with a reflective component, can be as (and sometimes more) effective than face-to-face modes (Jones, 2015;Oliaro & Trotter, 2010).…”

Section: Features Of An Online Groupmentioning

confidence: 99%

Zooming in: Social work supervisors using online supervision

Rushton

Hutchings

Shepherd

et al. 2017

ANZSWJ

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A group of geographically dispersed social work practitioners who provide professional supervision responded to an invitation put out through the Aotearoa New Zealand Association of Social Workers (ANZASW) networks to be part of an online group in late 2015. Seven members committed to meeting for one hour every eight weeks using the online meeting platform, ZoomTM. This viewpoint provides an opportunity to share our experience of the development and process of this group, with its potential for ensuring a safe reflective space and ongoing professional development.

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Benefits and Challenges of Online Education for Clinical Social Work: Three Examples

Cited by 60 publications

References 21 publications

A review of predictive factors of student success in and satisfaction with online learning

A review of predictive factors of student success in and satisfaction with online learning

Effectively Teaching Social Work Practice Online: Moving Beyond Can to How

Zooming in: Social work supervisors using online supervision

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