An Evaluation of On-Line, Interactive Tutorials Designed to Teach Practice Concepts

Autor/in	Seabury, Brett A.
Titel	An Evaluation of On-Line, Interactive Tutorials Designed to Teach Practice Concepts
Quelle	In: Journal of Teaching in Social Work, 25 (2005) 1-2, S.103-115 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
Schlagwörter	Crisis Intervention; Suicide; Social Work; Course Evaluation; Outcomes of Education; Instructional Effectiveness; Comparative Analysis; Simulation; Vignettes; College Instruction; Internet; Educational Technology; Technology Integration; Online Courses; Electronic Learning; Computer Assisted Instruction; Web Based Instruction; Distance Education; Blended Learning; Interactive Video; Clinical Diagnosis + Suchen Sie Ihr Suchwort? Krisenintervention; Selbstmord; Soziale Arbeit; Lernleistung; Schulerfolg; Unterrichtserfolg; Simulation program; Simulationsprogramm; Hochschullehre; Unterrichtsmedien; Online course; Online-Kurs; Computer based training; Computerunterstützter Unterricht; Web Based Training; Distance study; Distance learning; Fernunterricht; Interaktives Video
Abstract	This paper presents an evaluation of two on-line-based programs designed to teach practice skills. One program teaches crisis intervention and the other teaches suicide assessment. The evaluation of the use of these programs compares outcomes for two groups of students, one using the interactive program outside a class context and the other using the program within the class. Additionally, the evaluation examines results of learning about crisis of these two groups in comparison to a group of students who did not use the programs. Outcomes suggest advantages in using interactive on-line tutorials in efficiency and objectivity. This paper hopes to encourage other faculty to develop similar programs that simulate various elements of social work practice. (Contains 4 tables, 1 figure, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10