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

Autor/inn/en	Cummings, Sherry M.; Chaffin, Kate M.; Milam, Allison
Titel	Comparison of an Online and a Traditional MSSW Program: A 5-Year Study
Quelle	In: Journal of Social Work Education, 55 (2019) 1, S.176-187 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.1080/10437797.2018.1508391
Schlagwörter	Comparative Analysis; Online Courses; Social Work; Counselor Training; Graduate Students; Masters Programs; Tests; Scores; Grade Point Average; Student Attitudes; Positive Attitudes; College Faculty; Effect Size; Outcomes of Education; Professional Education; Conventional Instruction; College Graduates; Counselor Attitudes; Tennessee + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Soziale Arbeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Examination; Prüfung; Examen; Schülerverhalten; Fakultät; Lernleistung; Schulerfolg; Berufsausbildung; Hochschulabsolvent; Hochschulabsolventin
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01