Outcomes of ITV and Face-to-Face Instruction in a Social Work Research Methods Course

ABSTRACT

The heart of social work is relationship. IVT literature implies obstacles to interaction, but overlooks the centrality of relationship and challenges in distance education for teaching and modeling social work relationships. This article addresses how to ensure in the moderately-sized (40 students) IVT classroom that relationship remains integral to effective social work practice.     

Comparing Outcomes of a Web-based MSW Course to Face-to-Face Class Outcomes: Implications for Social Work Education

The aim of this study was to assess students' confidence in their ability to diagnose mental illness in a second year Masters-level Psychosocial Pathology course. Overall final grade was also evaluated as an outcome measure. One hundred and ten (98 completed both the pre- and post-tests) Master in Social Work students were enrolled in one of three sections of the course Psychosocial Pathology. Two sections were delivered in a fully face-to-face mode and one section was delivered in a fully web-based mode. Statistically significant differences were found in change scores between the ‘online’ and ‘face-to-face’ groups. Statistically significant differences were also found in class composition and student characteristics suggesting that student characteristics, as well as teaching/learning modes, may moderate classroom outcomes. Recommendations for developing ‘best practices’ for advising students deciding between face-to-face and web-based courses are delineated.     

A Preliminary Comparison of Online and Face-to-Face Process Groups

The outcomes of student-led, student-participant experiences in both Google Hangout and face-to-face groups in graduate-level counseling courses are compared using process- and experience-oriented measures. Overall, participants assessed face-to-face groups as superior on measures of presence, cohesiveness, safety, and delivery method. Implications for the counseling field are discussed.     

Web 2.0 Technologies: Facilitating Interaction in an Online Human Services Counseling Skills Course

In the face-to-face classroom, human services counseling educators rely on highly interpersonal, interactive methods to teach clinical skills. Replicating these instructional methods in the asynchronous, text-based e-learning environment has been difficult and sometimes impossible. However, web-based technologies, specifically Web 2.0 technologies, may afford educators the opportunity to simulate and enhance the strengths of highly interpersonal and interactive methods of face-to-face clinical skill instruction. These authors demonstrate how a human services counseling skills course can be taught using Web 2.0 technologies. Most of the focus will be on two synchronous applications: 3-D virtual worlds and web conferencing. Implications for educators and recommendations for future research are provided.     

Exercise Motivation of College Students in Online,Face-to-Face,and Blended Basic Studies Physical Activity and Wellness Course Delivery Formats

Abstract

Objective: The purpose of this study was to assess exercise motivation among college students self-selected into 4 online (OL) and face-to-face (F2F) basic studies’ physical activity and wellness course delivery formats. Participants/Methods: Out of 1,037 enrolled students during the Spring 2009 semester, 602 responded online to demographic questions and to the Behavioural Regulation in Exercise Questionnaire, which assessed exercise motivation on 5 subscales. Results: There were no significant differences (p > .05) in exercise motivation for students across course delivery formats, but there was a significant difference in age and employment status between the completely OL and F2F course formats. Conclusions: Health and physical educators can utilize these findings to better understand that physical activity and wellness students are not necessarily trying to avoid physical activity when selecting the OL course format, but are more likely trying to balance work and school responsibilities and need greater flexibility in time and location.     

Bridgework: Diversity and Collaboration in an Undergraduate Preengineering Course

In this article, we draw on ethnographic findings to examine the meaning of “diversity” and “collaboration” within the context of an undergraduate preengineering course at a large Hispanic-serving institution located on the U.S.–Mexico border. Using bridgework, a new theoretical concept, we analyze interactions and interactivity that occurred within and among jigsaw groups attempting to solve mathematical problems as part of a precalculus review. Our use of bridgework, contributes to cultural-historical activity theory to demonstrate how contradictions and multivoicedness among interacting activity systems can work to change patterns of activity, thus providing a complex view of diversity and collaboration.     

A Preliminary Comparison Study of Online and Face-to-Face Counseling: Client Perceptions of Three Factors

This preliminary study examined the similarities and differences between online and face-to-face counseling with regard to general mental health, working alliance, and social presence. Participants included 50 current counseling clients (37 face-to-face, 13 online) who all were recruited through online mediums. Results indicated that online counseling clients perceived a significantly stronger working alliance on the total Working Alliance Inventory-Short Form as well as the Goal subscale than did those who received face-to-face only counseling. No significant differences existed between the groups on general mental health or social presence. These results suggest that a more controlled study with a larger sample might find that a strong working alliance can be developed through online counseling.     

Enhancing the Effectiveness of Practicum Instruction: An Empirical Study

Practicum instructors play a strategic role in assisting students gain the competence essential to effective practice. This article reports on a comparative study that tested the efficacy of traditional and experimental competency-based/task-centered methods of practicum instruction. It revealed that students taught under the latter method performed at a higher overall level of competence and had more confidence in their skills than those taught under the traditional method.     

Face-to-Face to the Study of the Language-as-Product and Language-as-Action Traditions

In this article we argue that new computational tools problematize the concept of thought within current sociocultural theories of technology and cognition by challenging the traditional position of privilege that humans occupy in sociocultural analyses. We draw on work by Shaffer and Kaput (1999) and Latour (1996a, 1996b, 1996c) to extend the analytical reach of "activity theory" (Engestrom, Miettinen, &; Punamaki, 1999; Nardi, 1996b), "mediated action" (Wertsch, 1998) and "distributed cognition" (Hutchins, 1995; Pea, 1993; Salomon, 1993) by adopting a stronger form of the concepts of distribution and mediation in the context of cognitive activity. For rhetorical purposes, we posit this stronger form of the distribution of intelligence across persons and objects as a theory of distributed mind. Previous theories of cognition and technology show that persons and artifacts both contribute to meaningful activity. Here we explore how understanding the pedagogical implications of new media may require creating a new analytic category of "toolforthoughts". The result of such a shift in thinking provides a view of the relationship between technology and cognitive activity appropriate to the emerging virtual culture of the digital age. We suggest that this may provide a useful perspective from which to analyze pedagogical choices in the context of rapid expansion of powerful cognitive technologies. Theorizing the cognitive agency of tools provides a means to evaluate (in the fullest sense of the word) the educational consequences of new technologies.     

Developing Objectives for an Undergraduate Human Sexuality Course

Summary

The process of developing comprehensive course objectives for an undergraduate course in human sexuality is summarized. The contextual nature of learning, the integrity and coherence of course content” and the role of the educator are discussed. Examples of course content, interactive exercises, communication techniques, and other pedagogical procedures are integrated into the discussion of the rationale for each objective.     

Online Fundraising in the Human Services

SUMMARY

This paper examines emerging possibilities for use of the Internet in human service fundraising. Human service managers must compete for limited funds with their counterparts in educational, religious, health, and other nonprofit organizations. There is enormous potential for raising funds over the Internet; yet, this approach to resource development may not be appropriate or effective in some instances for certain human service agencies. The selection of fundraising approach must be consistent with the organizational context in which it is used. This paper provides examples of cases where use of the Internet may prove to be an effective method for human service fundraising. It also examines cases where use of the Internet may not be a good match for the organizational context, whether in terms of ethics or dollars raised.     

A Survey of Listening Instruction in the Basic Speech Course

This survey of 498 institutions seeks to learn how institutions teach listening in the basic speech course. Respondents included community colleges and four year colleges, with and without degree programs. The results reveal most schools offer some listening instruction in the basic course, averaging 7% of a semester course (approximately three hours). Less than 50% of this time is devoted to skill development. The dominant methods of instruction are lecture and listening activities. Methods of modeling, role playing and the use of audio/video tapes and listening tests increase, as the emphasis on skill development increases. Typically, those who teach the basic course have had little specific training in listening. However, there is a positive correlation between the training of the senior faculty and junior faculty.     

A Preliminary Study on the Effectiveness of the Chinese Career Key Online

The Chinese Career Key (CCK) Online was studied for its effectiveness and user satisfaction. Study participants were 92 students at a public high school in Hong Kong. The research findings provide preliminary evidence of reliability, validity, and user satisfaction for the CCK Online. Limitations and implications for future studies and counseling practice across cultures are discussed.     

A Review of Social Justice and Diversity Content in Diversity Course Syllabi

Given United State's leading position among international social work organizations, it is important that its standards of practice for diversity in social work education are examined. Using a nationwide sample of syllabi (N = 174) in the United States, the purpose of this study is to measure the extent to which various facets of diversity and social justice are incorporated into social work course syllabi. The study further assesses whether social justice content is integrated into diversity courses according to the Council on Social Work Education's 2001 and 2008 Educational Policy and Accreditation Standards (EPAS). The goal is to better understand program adherence to diversity objects designed for social work education curriculum. An examination of course titles, syllabi content, and course objectives revealed a broad array of identified topics; however, terms such as culture/multicultural (79.2%), race (71.7%), diversity (68.2%), ethnicity (63.6%), gender (60.1%), oppression (57.8%), and gay/lesbian (56.1%) were addressed with greater frequency across all syllabi. In an assessment of adherence to 2001 and 2008 EPAS among syllabi, interrater agreement with the use of Kappa revealed modest agreement. Greater transparency in connecting EPAS with diversity course syllabi is an important step in the requirement to improve capability across programs. Implications for future research are discussed.     

数学课程学习手册在教学中的有效作用

提高学生完成作业的质量,是高等数学教学中一个关键环节,是检验教师的"教"与学生的"学"成果的重要凭证。从分析目前高职院校高等数学学习现状着手,围绕着"专业案例、学生主体、能力目标"三大要素,在精心编制《数学课程学习手册》的基础上,论述了数学课程学习手册在高职数学教学中的有效作用。     

Virtual Volunteering: Online Volunteers Providing Assistance to Human Service Agencies

SUMMARY

A growing number of agencies involve volunteers via home or work computers and the Internet. The Virtual Volunteering Project [http://www.serviceleader.org/vv/] has researched and worked with more than 100 organizations involving online volunteers to document the benefits of online service for agencies, volunteers and audiences served, and to disseminate ways agencies can incorporate virtual volunteering into their organizations. This paper describes the Virtual Volunteering Project and summarizes data from a variety of sources that highlight the activities of agencies and volunteers engaged in virtual volunteering and the factors associated with success in virtual volunteering programs.     

Application on Krashen's Theory of SLA and Online Teaching of English Course in Online Class

With the development of English curriculum reformation, activity-based teaching approach has become the main way to organize college English classes. Based on K...     

Faculty Perceptions of the Effectiveness of Web-Based Instruction in Social Work Education: A National Study

SUMMARY

This paper presents the findings of a national study that examined the perceptions of faculty with Web-based teaching experience concerning the effectiveness of Web-based instruction as compared to face-to-face instruction in social work education. The findings suggest that faculty perceived face-to-face instruction to be more effective than Web-based instruction in all curriculum areas. However, the extent of perceived effectiveness of Web-based instruction varied by curriculum area. Also, online teaching in areas such as practice was viewed as least effective, suggesting that the traditional “no significant difference” conclusions between face-to-face and online teaching need to be examined more closely.