Research Notes

In the summer of 1995, a required MSW course was taught simultaneously to two sections of students at the University of Georgia, 11 on the main campus and 9 at a branch campus. Each section was alternately taught using live instruction or distance learning (two-way interactive television). At the conclusion of the course, students evaluated each method of teaching using Biner’s (1993) instrument for measuring attitudes toward televised courses. Live instruction was rated significantly higher than distance learning. Although distance learning technology has potential for augmenting social work educational resources, it has not yet demonstrated comparable outcomes in terms of student learning.     

Gesture in Instruction: Evidence from Live and Video Lessons

Previous studies have shown that teachers’ gestures are beneficial for student learning. In this research, we investigate whether teachers’ gestures have comparable effects in face-to-face live instruction and video-based instruction. We provided sixty-three 7–10 year old students with instruction about mathematical equivalence problems (e.g., 3 + 4 + 5 = __ + 5). Students were assigned to one of four experimental conditions in a 2 × 2 factorial design that varied (1) instruction medium (video vs. live), and (2) instruction modality (speech vs. speech + gesture). There was no main effect of medium: The same amount of learning occurred whether instruction was done live or on video. There was a main effect of modality: Speech instruction accompanied by gesture resulted in significantly more learning and transfer than instruction conveyed through speech only. Gesture’s effect on instruction was stronger for video instruction than live instruction. These findings suggest that there may be a limit to gesture’s role in communication that results in student learning.     

Using Distance Learning to Increase Literacy Among TANF Participants

Technology and Education for Career Heights (Project TECH) was designed to help Temporary Assistance to Needy Families participants enhance their literacy through distance learning as a means to promote job retention and career advancement. The evaluative research presented in this report was intended to gather information from the participants of Project TECH about their experience with distance learning training curriculum. The report describes Project TECH and what happens when participants who are low-income workers are given a computer, basic training software, Internet access, and training coupled with instruction form a instructor who met with them face to face weekly and provided daily online coaching and instruction. It highlights participants' experience with online instruction and the use of computers in their homes, and it concludes with lessons learned from the project. The information is useful for those wanting to design and develop a distance learning program to increase adult literacy for families that needs to comply with Temporary Assistance to Needy Families work requirements and other demands.     

To ITV or Not to ITV: A Comparison of Hybrid and Web-enhanced Approaches to Teaching a Macro-course in Human Behavior in the Social Environment

Hybrid education includes an online component and interaction between students and teacher by televised sound and image. This approach contrasts dramatically with traditional face-to-face teaching and classroom teaching modalities enhanced by Web-based tools. Should educators in “human behavior and the social environment” (HBSE) use hybrid technologies? This study explores the differences and similarities in student satisfaction and learning outcomes between a hybrid and a face-to-face Web-enhanced macro-course in HBSE. Results suggest that hybrid and Web-enhanced course delivery methods do not differently impact student learning. Students did report greater satisfaction with some but not all aspects of the hybrid sections.     

Teaching Social Work in an Online Environment

This article discusses the current debate surrounding online instruction (also known as distance) versus in-class social work instruction and reviews the relevant literature associated with those instructional models. The discussion specifically focuses on key issues, including the definition and growth of online education and the Blackboard revolution, and it addresses concerns about the effectiveness of teaching online compared to in-class social work instruction in areas related to students’ learning outcomes and satisfaction. Literature references also suggest that factors such as demographics may be related to outcome differences between distance and traditional students, while others found no significant differences between both student populations and their learning outcomes in particular courses such as research methods courses. Even today, however, the comparisons between online and traditional courses are unsettled, and many questions remain about the appropriateness or usefulness of these models. Therefore, the debate will continue to lead to even larger disagreements between researchers and educators on both sides. The concern about the effectiveness of teaching in an online environment is still the main concern of educational models in general and of social work education in particular. Even deeper concerns are found among educators and scholars about the ethical issues surrounding the entire online education debate.     

An Initial Comparison of Live Instruction and Immersive Video Modes of Progressive Muscle Relaxation

Progressive Muscle Relaxation (PMR) is an established treatment for the reduction of anxiety, and has been delivered via live instruction, audiotape, videotape, and immersive video. Although previous research has compared some of these modes of PMR delivery, this is the first study to compare live instruction with immersive video. Participants completed one session of either live instruction or immersive video PMR, and outcome data was obtained for affect, satisfaction, and heart rate. Results indicate the comparability of live instruction and immersive video PMR conditions, as well as the overall effectiveness of a single session of PMR. Moreover, results suggest the potential superiority of immersive video over live instruction in terms of perceived value.     

COMPETITION AND COLLABORATION IN ONLINE DISTANCE LEARNING

For-profit firms use the internet to offer classes, courses and degree programmes in direct competition with nonprofit and government-supported colleges and universities. At the same time, many firms seek to partner with academic institutions in offering online instruction or distance learning.This paper outlines and discusses alternative models of academic/for-profit collaboration that are being developed in the USA. Collaboration requires the partners to define responsibilities for technology, administrative services, content development, promotion and student selection, instruction, awarding of credits and overall quality control. Firms may want to 'unbundle' the traditional faculty role of both course designer and teacher,and use different professionals for the two functions. Although most collaborations today involve non-degree programmes, many schools of business are working with for-profit firms to offer MBA degrees online. The diversity of higher education in the USA means that many different models will be tried. Collaborations will expand the markets for online distance learning, but a number of difficult issues remain to be resolved.     

The Presidential Debate As a Civics Lesson

On the assumption that 'political learning' comprises more thanformal instruction, this article investigates the attitudinalimpact of exposure to the 1976 televised debates between Americanpresidential candidates. Following Robinson's (1976) findingthat exposure to 'bad news' decreases confidence in the politicalsystem, the study examines the possibility that viewing thefirst Carter-Ford debate contributed significantly to changesin the respondents' sense of political efficacy, trust in government,level of cynicism, orientation to the campaign, and intent tovote. Data from an experimental study indicate only a limitedimpact from viewing the debate, which is attributed both togeneral problems of attitude change and the specific contentof the debates.     

Financial Education With College Students: Comparing Peer-Led and Traditional Classroom Instruction

This project compared the learning gains from teaching financial literacy skills to undergraduate students through two methods: traditional classroom instruction and peer financial counseling. Students at a southeastern university received instruction through either a semester-long course on family economics (N = 78) or a one-hour peer-led session (N = 149). Students in the peer sessions received instruction on either budgeting (n = 94) or credit (n = 55). Students in the course received extended instruction on budgeting, credit, and other topics. Comparisons of posttest learning revealed similar gains between the two methods on shared content and on planned financial behaviors. Results suggest additional investigation to explore peer financial counseling for teaching financial literacy skills may be warranted.     

The Still‐Face Effect: Methodological Issues and New Applications

Over the last 25 years, the seemingly simple still‐face phenomenon has elicited a tremendous amount of empirical and theoretical work. Adamson and Frick (2003/this issue) provide a comprehensive review and in‐depth analysis of this large body of research. In our commentary, we focus on 3 major points. First, we described several methods to define operationally the still‐face effect. Second, we noted the important role of adult touch in the still‐face procedure, and that the effect can be reproduced without adult touch, by live, televised and “virtual” adult faces–‐making it a true “still‐face” effect. Third, we emphasized a major methodological strength of the still‐face procedure: the use of multiple response measures. By measuring both infant visual attention and affect responses, adaptations of the still‐face procedure provide infant researchers with a powerful general method for studying the development of infant social competence.     

TWITTER AS A TECHNOLOGY FOR AUDIENCING AND FANDOM

Amongst the most prominent uses of Twitter is its role in the discussion of widely televised events: Twitter's own statistics for 2011, for example, list major entertainment spectacles (the MTV Music Awards and the BET Awards) and sports matches (the UEFA Champions League final and the FIFA Women's World Cup final) amongst the events generating the most tweets per second during the year. During such major media events, Twitter is used most predominantly as a technology of fandom: it serves as a backchannel to television and other streaming audiovisual media, enabling users offer their own running commentary on the universally shared media text of the event as it unfolds live. This article examines the use of Twitter as a technology for the expression of shared fandom in the context of a major, internationally televised annual media event: the Eurovision Song Contest. Our analysis draws on comprehensive data sets for the ‘official’ event hashtags, #eurovision, #esc, and #sbseurovision. Using innovative methods that combine qualitative and quantitative approaches to the analysis of Twitter data sets containing several hundreds of thousands, overall patterns of participation to discover how audiences express their fandom throughout the event are examined. Such analysis is able to provide a unique insight into the use of Twitter as a technology for fandom and for what in cultural studies research is called ‘audiencing’: the public performance of belonging to the distributed audience for a shared media event. The work points to Twitter as an important new medium facilitating the connection and communion of fans.     

Student Voices Speak Quality Assurance: Continual Improvement in Online Social Work Education

As social work education expands instruction through the rise of distance education, educators seek new ways to improve quality in online courses. Quality assurance standards and student feedback offer valuable insights to ensure satisfying and effective online learning experiences. An examination of these two assessment approaches concurrently in the context of a 4-year study of student perspectives in MSW Human Behavior and the Social Environment foundation courses illustrates how systematic feedback from students can complement existing quality assurance standards. Of particular importance is the unmistakable strength of student voices about their learning from diverse perspectives in an online collaborative leaning setting that can and should be incorporated into standardized quality assessment guidelines for social work programs.     

Adolescent exposure to gambling promotions during televised sport: an exploratory study of links with gambling intentions

Young people are exposed to gambling promotions while watching televised sports; however, little research has examined how this influences gambling attitudes and intentions. This paper developed and tested a research model underpinned by the Theory of Reasoned Action and specifically aimed to examine (1) adolescents' exposure and attitudes to, and recall and perceptions of, gambling promotions during televised sport; (2) associations between adolescents' exposure and attitude to these gambling promotions, and their intention to gamble on sports and other gambling activities once of legal gambling age. An online survey was conducted of 131 Australian adolescents. Greater intention to gamble both on sports and non-sports was associated with higher frequency of watching televised sports, and more positive attitudes to gambling operators, to gambling promotions during televised sport and to promotional techniques used. Regression analysis indicated that the strongest predictors of sports betting intention were male gender and a more positive attitude to gambling sponsors and their promotions during televised sport. Strongest predictors of gambling intention were male gender, subjective norms and a more positive attitude to promotion of gambling during televised sport. Findings can inform advertising restrictions for gambling during general television viewing times, and health promotion messages countering promotion of gambling to adolescents.     

National television coverage and the behavioural bias of bettors: the American college football totals market

The market for totals, over/under bets, is examined for American college football. The sample is separated into nationally televised games on major networks, those games televised regionally or on smaller networks, and games not televised. A slight non-significant bias toward the over is observed for the sample as a whole. The bias is only statistically significant for nationally televised games on major networks. This bias to bet the over is likely due to a preference for scoring in games that bettors can watch on television. Explanations for this bias and the rejection of the efficient markets hypothesis found in this market are discussed from the point of view of the traditional sportsbook model and from the sportsbook model proposed by Levitt [Levitt, S.D. (2004). The Economic Journal, 114, 223–246]. These results demonstrate how bettor preferences can influence markets, and offer a possible avenue of research to those seeking to understand the satisfaction sought by gamblers.     

Trends in Education for Social Work Practice with Groups

A survey study of groupwork educators in graduate schools of social work indicated that group process and group-work methods courses continue to attract large numbers of students despite movement by schools away from single-method concentrations. Experiential learning groups, groupwork process records, and videotape instruction are the most widely used teaching tools of groupwork faculty. Critical problems facing groupwork educators include lack of methodological specificity in groupwork, the knowledge explosion in the group methods, and poorly developed group-work courses in schools of social work. The problem exists of determining what to teach and how to teach group methods.     

The Community Practice Pilot Project

ABSTRACT

The Community Practice Pilot Project tested an approach for preparing students for work in organizations in which no social workers were employed. Field placements were clustered in a small geographic area. Classroom learning was linked with field instruction, advising, and Experiential Learning. Goals included integrating content on community-based practice into the foundation curriculum, exposing students to community building initiatives, and influencing the master's curriculum. The Project provided some evidence that early exposure to community initiatives has a positive influence on increasing student enrollment in macro concentrations and courses. Implications for social work include viewing the “environment-surrounding-the-person” as a starting point for instruction in foundation methods courses.     

A Task-based Language Teaching Approach to Developing Metacognitive Strategies for Listening Comprehension

In second (L2) or foreign language (FL) learning, learning strategies help learners perform tasks, solve specific problems, and compensate for learning deficits. Of the strategy types, metacognitive strategies manage and regulate the construction of L2 or FL knowledge. Although learning strategies are frequently taught via teacher demonstration, an alternative but underresearched approach is through embedded instruction in tasks. To develop strategy awareness in language learning, the present study aimed to investigate how well a task-based teaching framework was able to develop intermediate Chinese English as a Foreign Language (EFL) university students’ metacognitive awareness of listening comprehension. Eighty-eight sophomores participated in the study, which used a quasi-experimental design. The experimental group received strategy-embedded task-based listening instruction for 18 weeks, whereas the control group received only strategy-based instruction. Listening tests and questionnaires were used in the pretest and posttest stages. The results showed that the experimental group improved their metacognitive awareness of strategies for listening and outperformed the control group in the listening test. The students in the experimental group considered tasks to be an important medium of input enhancement for improving listening ability.     

Sensitivity to Social Contingency and Positive Emotion in 2‐Month‐Olds

This study was aimed at sorting out conflicting results in the literature concerning 2‐month‐olds' sensitivity to interpersonal contingency, and investigated the potential role of infants' positive emotion in contingency detection. Infants were randomly assigned to an experimental group (EG) that was presented an uninterrupted live–replay–live sequence of three 30‐sec episodes of their mothers' communicative behavior using a double video TV paradigm, or to a control group (CG) that was presented an uninterrupted 90 sec of contingent maternal interactions. Infants of the EG grimaced more than infants of the CG only during the 2nd period of social exchange (replay vs. 2nd live period), but there was an increase of grimacing and a reduction in gazing during the 3rd period of televised interactions in infants of the CG. Each group was split into 2 subgroups a posteriori according to the presence or absence of smiling during the 1st contingent episode. Smiling infants of the EG reacted more negatively during the 2nd interaction period compared to other subgroups. These findings support the view that sensitivity, not fatigue or loss of interest to maternal stimulation, accounts for 2‐month‐olds' expressive changes during noncontingent maternal interactions; fatigue or loss of interest better explains the decline in attention and the increase of negative expressiveness during the last period of contingent interaction. The findings also suggest that the emotional climate of dyadic exchanges could be a contributing factor to infants' ability to detect the relations between their own actions and those of their social partners.     

Structural Equation Modeling: An Innovation for Doctoral Social Work Curricula

Abstract

This article offers guidelines for learning and teaching structural equation modeling (SEM). The essential ingredients of an introductory course are presented on the basis of the authors' experience teaching SEM over the past two years. Also discussed are successful and unsuccessful methods of instruction, a practical way to organize the course, and a means to integrate this material into doctoral social work curricula. Teaching SEM can be a practical and worthwhile way to ensure that the profession will have well-trained researchers.