Comparative Analysis of an Online and a Traditional MSW Program: Educational Outcomes

Autor/inn/en	Cummings, Sherry M.; Chaffin, Kate M.; Cockerham, Clifford
Titel	Comparative Analysis of an Online and a Traditional MSW Program: Educational Outcomes
Quelle	In: Journal of Social Work Education, 51 (2015) 1, S.109-120 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
Schlagwörter	Comparative Analysis; Grade Point Average; Social Work; Counselor Training; Teaching Methods; Conventional Instruction; Masters Programs; Online Courses; Outcomes of Education; Academic Advising; Student Attitudes; Advanced Students; Part Time Students; Full Time Students; College Faculty; Graduate Students; Teacher Student Relationship; Tennessee + Suchen Sie Ihr Suchwort? Soziale Arbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Magister course; Magisterstudiengang; Online course; Online-Kurs; Lernleistung; Schulerfolg; Akademischer Rat; Schülerverhalten; Fortgeschrittener; Part-time students; Teilzeitstudent; Vollzeitstudium; Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study compared the educational outcomes of the University of Tennessee College of Social Work's online and traditional MSW programs ("N" = 345). Knowledge, skill, and satisfaction outcomes were compared for online and traditional students in 3 tracks: full-time, part-time, and advanced standing (AS). There were no significant differences between online and traditional students in any track for the majority of educational outcomes. Significant differences were found, however, in online and traditional students' grade point averages (GPAs), field competency ratings, and satisfaction. Traditional AS students had higher GPAs; online part-time students received significantly higher ratings in 6 of 8 field competency ratings; and online AS students were more satisfied with faculty accessibility, helpfulness, and advising. Pedagogical and research outcomes are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01