Logo image
Back
Student perceptions of social work practice skills: A comparison of blended and traditional learning
Journal article   Peer reviewed

Student perceptions of social work practice skills: A comparison of blended and traditional learning

Trevor G Gates and Jason A Dauenhauer
Journal of Practice Teaching and Learning, Vol.14(3), pp.27-45
2017
DOI: https://doi.org/10.1921/jpts.v14i3.1013
url
https://doi.org/10.1921/jpts.v14i3.1013View
Published Version

Abstract

Social Work Curriculum and Pedagogy blended learning hybrid courses online programs practice behaviors social work education
Blended learning is a growing trend in social work education. Students are increasingly enrolling in blended or online classes as a part of traditional undergraduate degree programs, and several programs are developing programs that rely heavily on online delivery. However, there are questions about whether students are adequately receiving the training needed, particularly in practice courses, to effectively intervene with individuals, families, and communities. The purpose of the present descriptive study was to compare students' (N = 45) perceptions of social work practice skills gained in two different blended and traditional face-to-face courses. Results of the study were that students' perceptions did not significantly differ between the blended and traditional course. We also explore future directions for social work education using blended and online delivery. Copyright of Journal of Practice Teaching & Learning is the property of Whiting & Birch Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.

Details

Metrics

1 File views/ downloads
504 Record Views
Logo image