Comparison of an Online and a Traditional MSSW Program: A 5-Year Study

The purpose of the current study was to compare 5 years of educational outcome data for online and face-to-face MSSW students (N=883) who graduated from University of Tennessee Knoxville College of Social Work. Students’ knowledge (comprehensive exam scores, grade point averages), skills (field evaluation scores), and perception of their graduate social work program were examined. Univariate and multivariate analyses revealed significantly higher knowledge scores for face-to-face, and significantly greater skills ratings for online students. Online students possessed significantly more positive perceptions of faculty and their own preparedness for professional practice. Effect sizes for all findings were extremely small, however, and suggest that differences between online and traditional student outcomes have minor practical relevance related to student achievement. Educational and research implications are discussed.     

Network domains in social networking sites: expectations,meanings, and social capital

This paper examines why the use of social networking sites (SNSs) leads to different results in cultivating bridging and bonding social capital for different groups of people. Based on in-depth interviews of 45 university students in Hong Kong, I find that Mainland Chinese students studying in Hong Kong actively use SNSs for seeking practical information about offline matters, and they obtain substantial enacted support from other Mainland students of the same university through SNS use. As a result, they accumulate both bridging and bonding social capital. Local Hong Kong students, however, use SNSs mainly for social information seeking and are only able to accrue limited bridging social capital through SNS use. Drawing on the theory of network domains, I argue that the different offline network structures in which students are located – namely, homogeneous and closed networks versus heterogeneous and open networks – explain this difference. Students with closed offline networks have defined expectations of online ties; they think of their online activities as practical and leading to real changes in their status among peers. Those with open networks have indefinite expectations of their online audience; thus, they interpret online activities differently, thinking of them as recreational, and they are playful in their online behaviour. These different outcomes of online activities consequently lead to diverse results in social capital accrual.     

Research Notes the Relationship Between Admissions Criteria and Academic Performance in an MSW Program

The authors report on an investigation of the correlation between admissions criteria and academic performance at one state university. The admissions data used in this study were collected from 654 MSW students who attended the school from 1985 to 1992. Test scores on a comprehensive exam taken by these MSW students prior to graduation were used as the measure of academic performance. The authors found that two admissions criteria, undergraduate GPA and GRE score, and two applicant characteristics, gender and race, were significantly correlated with academic performance.     

A comparison of objective and subjective measures of clinical competence

The purpose of this study was to determine if objective performance measures from a simulated patient practical examination were related to faculty subjective assessments of surgery students' performance. Another purpose was to determine if those students performing well on a simulated patient practical examination were the same students awarded honor ratings by faculty. Faculty ratings of students (n = 72) on history taking ability, physical exam skills, problem identification, use of investigations, problem integration, patient management, and patient relations skills were correlated with objective measures on these same criteria achieved on a practical exam employing three simulated patient cases. Correlations were also calculated to study the relationship between practical exam scores and honor rating recipients. Results indicated significant relationships between faculty subjective ratings and practical exam outcomes on all practical examination skills except physical exam skills and patient management skills. Findings also indicated the performance of honor students on the practical examination was significantly better than non-honor students on two skills: history-taking and patient relations. The implications of these research findings are discussed.     

Re-engineering the multiple choice question exam for social work

The aim of this study is to devise a multiple choice question (MCQ) exam that provides students with opportunities to engage in a deep approach to learning. Multiple choice assessment is largely unused in social work degree courses in the UK because of associations with techniques such as guessing and rote learning, which do not correspond with deep approaches to learning. Strategies used to enhance opportunities for a deep approach to learning within the MCQ exam used in this study included certainty-based marking (CBM), enhancing the use of formative feedback and giving students responsibility for devising the MCQs. Results show that students use similar levels of deep learning when they completed a MCQ exam compared to those students who completed an essay exam. The deep learning approach for the MCQ exam was, however, less when compared to a different module that used an essay assignment. There is an increasing pressure on Higher Education to provide more robust assessment practices, and findings in this study suggest it may be time for social work tutors to reconsider the role of the MCQ format within the existing range of assessment tools.     

Exploring the relationship between experiential avoidance, alcohol use disorders, and alcohol-related problems among first-year college students

Abstract Objective: This study explored the relationship of experiential avoidance (eg, the tendency to avoid, suppress, or otherwise control internal experiences even when doing so causes behavioral harm) to alcohol use disorders and alcohol-related problems. Participants: Cross-sectional data were collected from 240 undergraduate college students in their first year in college between December 2009 and April 2010. Methods: Participants completed a diagnostic interview and online self-report survey. Results: Students with a history of alcohol abuse or dependence had significantly higher levels of experiential avoidance relative to students with no alcohol use disorder diagnosis. A hierarchical linear regression analysis found that experiential avoidance significantly predicted alcohol-related problems, even after controlling for gender and psychological distress. Furthermore, experiential avoidance mediated the relationship of psychological distress to alcohol-related problems. Conclusions: These findings suggest that experiential avoidance may play a role in problematic alcohol use among college students.     

Internet use for health information among college students

Use of the Internet to retrieve health information is increasingly common. The authors surveyed 743 undergraduate students at 2 academic institutions to examine their Internet use, health-seeking behaviors, and attitudes related to the use of the Internet to obtain health information. Fifty-three percent of the respondents indicated that they would like to get health information online, and 28% reported that they would like to attend a health program online. Overall, 74% of the students reported having ever received health information online, and more than 40% reported that they frequently searched the Internet for information. They used various search engines and multiple Web sites to find health information. Issues related to the credibility of the information on health Web sites were crucial considerations for students. The study found differences in Internet use for health information by gender and by level of Internet experience.     

The Efficacy of Computer Mediated Communication Technologies to Augment and Support Effective Online Helping Profession Education

With the increased adoption of online education, it has become vital for helping profession educators to consider the use of online education. It is also vital for them to consider technologies that can support effective online education for the profession. This study considers the use of both synchronous and asynchronous technologies in helping profession courses. Results of the causal comparative design suggested that online students who used a combination of technologies had statistically significantly higher levels of social presence than the students who used only asynchronous technologies. No difference in cognitive presence, teacher presence, and perceived learning was found between the two groups.     

大学生孤独感与网络自我表露关系

大学生孤独感在高校时常存在,这是一种不愉快的情绪体验,随着互联网的普及,大学生孤独感具有新的特点。实证研究表明：大学生孤独感的性别、年级、专业差异显著;社会支持的性别、年级差异显著;大学生孤独感与网络失望与痛苦表露,不满与愤怒表露呈显著正相关,和兴趣与快乐表露呈显著负相关：社会支持与大学生网络不满与愤怒表露呈显著负相关,与兴趣与快乐表露呈显著正相关：社会支持对大学生网络不满与愤怒表露和孤独感关系的部分中介效应显著,对大学生网络兴趣与快乐表露和孤独感关系的完全中介效应显著。     

Impact of students’ behavior on continuous assessment in Higher Education

The aim of this study is to analyze students’ academic results following the introduction of a continuous assessment system in Higher Education. This study examines a large sample that consists of third-year students’ grades across nine subjects in the Bachelor of Business Administration program at the University of Castilla-La Mancha (Spain). Specifically, this paper studies the relations among three types of grades (i.e. final exam grades (FEGs), continuous assessment activities grades (excluding the final exam) and GAGs, which are calculated as the weighted averages of the FEGs and the continuous assessment activities grades) and the influence of the number of students who actively participate in a subject and the date of the final exam on students’ grades. Generally, this study reveals a positive effect of continuous assessment activities on students’ academic success. Furthermore, there is a statistically significant positive relation between the number of students who actively follow a subject and their GAGs. Finally, the earlier the students completed the final exam, the higher their grades were on this exam.     

Social Networks,Substance Use,and Mental Health in College Students

Abstract

Objectives: The relationship between social network risk (alcohol-using close friends), perceived peer closeness, substance use, and psychiatric symptoms was examined to identify risk and protective features of college students’ social context. Participants: Six hundred and seventy undergraduate students enrolled in a large southeastern university. Methods: An online survey was administered to consenting students. Results: Students with risky networks were at a 10-fold increase of hazardous drinking, 6-fold increase for weekly marijuana use, and 3-fold increase for weekly tobacco use. College students’ who feel very close to their peers were protected against psychiatric symptoms yet were at increased risk for marijuana use. Perceived closeness of peers was highly protective against psychiatric symptoms, adding a natural preventive effect for a population at great risk for mental illness. Conclusions: Results support targeting college students through network-oriented preventive interventions to address substance use as well as mental health.     

Exploring the Relationship Between Experiential Avoidance,Alcohol Use Disorders,and Alcohol-Related Problems Among First-Year College Students

Abstract

Objective: This study explored the relationship of experiential avoidance (eg, the tendency to avoid, suppress, or otherwise control internal experiences even when doing so causes behavioral harm) to alcohol use disorders and alcohol-related problems. Participants: Cross-sectional data were collected from 240 undergraduate college students in their first year in college between December 2009 and April 2010. Methods: Participants completed a diagnostic interview and online self-report survey. Results: Students with a history of alcohol abuse or dependence had significantly higher levels of experiential avoidance relative to students with no alcohol use disorder diagnosis. A hierarchical linear regression analysis found that experiential avoidance significantly predicted alcohol-related problems, even after controlling for gender and psychological distress. Furthermore, experiential avoidance mediated the relationship of psychological distress to alcohol-related problems. Conclusions: These findings suggest that experiential avoidance may play a role in problematic alcohol use among college students.     

Tobacco,Marijuana, and Alcohol Use in University Students: A Cluster Analysis

Abstract

Objective: Segmentation of populations may facilitate development of targeted substance abuse prevention programs. The authors aimed to partition a national sample of university students according to profiles based on substance use. Participants: The authors used 2008–2009 data from the National College Health Assessment from the American College Health Association. The sample consisted of 111,245 individuals from 158 institutions. Methods: The sample was partitioned using cluster analysis according to current substance use behaviors. The association of cluster membership with individual and institutional characteristics was examined. Results: Cluster analysis yielded 6 distinct clusters. Three individual factors—gender, year in school, and fraternity/sorority membership—were the most strongly associated with cluster membership. Conclusions: In a large sample of university students, the authors were able to identify 6 distinct patterns of substance abuse. It may be valuable to target specific populations of college-aged substance users based on individual factors. However, comprehensive intervention will require a multifaceted approach.     

An interactive web-based method of outreach to college students at risk for suicide

OBJECTIVE AND PARTICIPANTS: From 2002 to 2005, the authors tested an interactive, Web-based method to encourage college students at risk for suicide to seek treatment. METHODS: The authors invited students at 2 universities to complete an online questionnaire that screened for depression and other suicide risk factors. Respondents received a personalized assessment and were able to communicate anonymously with a clinical counselor online. At-risk students were urged to attend in-person evaluation and treatment. RESULTS: A total of 1,162 students (8% of those invited) completed the screening questionnaire; 981 (84.4%) were designated as at high or moderate risk. Among this group, 190 (19.4%) attended an in-person evaluation session with the counselor, and 132 (13.5%) entered treatment. Students who engaged in online dialogues with the counselor were 3 times more likely than were those who did not to come for evaluation and enter treatment. CONCLUSIONS: The method has considerable promise for encouraging previously untreated, at-risk college students to get help.     

The other side of the story. Student narratives on the California Drug, Alcohol, and Tobacco Education Programs

Within the context of a large-scale, comprehensive evaluation of the California Drug Alcohol Tobacco Education (DATE) program, this study sought to extend knowledge of student perceptions of prevention education using a naturalistic approach. The constant comparative method was used to analyze 40 focus group interviews of risk and thriving groups conducted in 11 high, middle, and elementary school districts. This article presents three assertions generated solely from 490 "narrative stories" found in the data set. "At-risk" and "thriving" students at all three levels of schooling (a) use "story" to make sense of prevention education, and (b) distinguish use from abuse. High school students of both groups (c) believe that hearing only one side of the substance use/abuse story and strict expulsion policies further alienate students most in need of help. Implications for the use of story as an assessment tool are discussed, as are implications for substance use prevention policy.     

An online learning course in Ergonomics

For the past two years, the Department of Occupational Therapy at the University of Haifa has offered an online course to third year occupational therapists on the topic of Ergonomics for Health Care Professionals. The development and implementation of this course was funded by the Israeli Ministry of Education. Unique teaching materials, developed and uploaded to the University's server via "High Learn", included interactive and self-directed documents containing graphics, animations, and video clips. Extensive use was made of the discussion forum and survey tools, and students submitted all assignments online. For the final topic, an expert in ergonomics from Boston University delivered a lecture via two-way videoconferencing. The course site included comprehensive library listings in which all bibliographic materials were made available online. Students accessed course materials at the University in a computer classroom and at home via modem. In an accompanying research study, the frequency of student usage of the various online tools was tracked and extensive data were collected via questionnaires documenting students' demographic background, preferred learning style, prior usage of technology, satisfaction with the course and academic achievement. This paper focuses on the results of the research study that examined how the students responded to and coped with teaching material presented and accessed in this format.     

“Yes,I Can”: Testing an Intervention to Increase Middle School Students’ College and Career Self‐Efficacy

Middle school is the appropriate time for students to begin exploring careers and improving self‐efficacy; however, empirically supported career and college readiness interventions for U.S. middle school students are limited. Examining the effect of an intervention that combined a virtual experience and a local college visit on middle school students (99 girls, 74 boys), the authors found that participating students had higher levels of college and career self‐efficacy than did nonparticipating students. The study shows that a workshop of the online Florida CHOICES program coupled with a campus visit increased middle school student career and college self‐efficacy. Future research should include longitudinal studies and use of diverse populations to improve generalizability of study results.     

Scientifically supported mental health intervention in schools: meeting accountability demands with an online resource

Legislation has been passed that holds schools increasingly accountable for the proficiency of all students, including those with mental health problems. A critical obstacle impeding the ability of schools to effectively support students is the lack of access to quick, pre-screened, and organized information about scientifically-supported interventions that effectively address youth mental health problems. A new mental health best practices database was developed and made available online that provides access to free and user-friendly information about evidence-based interventions for use in schools. School staff will be better able to meet accountability demands of legislation and to effectively respond to student mental health problems.     

Social influences on use of cigarettes,e-cigarettes,and hookah by college students

ABSTRACT

Objectives: (1) Compare social norms and perceived peer use between college student cigarette, e-cigarette, and/or hookah users and nonusers; and (2) determine variables associated with social influences. Participants: Undergraduate students attending a large university in the Southeast United States (N = 511). Methods: An April 2013 online survey assessed use of 3 types of tobacco, social norms, perception of peer use, number of smokers in life, exposure to secondhand smoke, and demographic characteristics. Results: Participants indicated greater acceptance of emerging tobacco products than for cigarettes and consistently overestimated the percent of peers who use various tobacco products. Males and current users had higher social norm scores for all 3 forms of tobacco. Conclusion: To counter marketing of alternative tobacco products, education about the dangers of their use needs to be implemented across college campuses as part of a comprehensive tobacco control strategy that also includes tobacco-free campus policies.     

Internet gambling in relation to Internet addiction,substance use,online sexual engagement and suicidality in a Greek sample

Research has found gambling to be related to a variety of other addictive behaviours. The study objective was to evaluate the association of Internet gambling with Internet addiction, online sexual engagement, suicidality and substance use, in a sample of Greek adults. The study sample consisted of 789 military personnel. During their annual medical examination the study participants anonymously completed a series of self-reported questionnaires in relation to socio-demographic data, Internet gambling practices, online sexual engagement, Internet addiction, suicidality and psychoactive substance use. We found that Internet addiction significantly predicted engagement with online gambling, followed by substance use in general, and, in particular, the use of cocaine or heroin. Finally, two other predictive indicators were self-reported suicide attempts and engagement with online sex. Online gambling is associated with various behaviours related to impulsivity such as Internet addiction, online sexual engagement, suicidality and substance use. Future research will increase our knowledge on the contribution of new technologies and the Internet in Internet gambling dimensions, as well as on the associations with other high-risk behaviours such as substance use, pornography and suicidality.