Implementation and Evaluation of HBSE Courses using Collaborative Learning Groups (CLG's)

Implementation and Evaluation of Implementation and Evaluation of HBSE Courses Using Collaborative HBSE Courses Using Collaborative Learning GroupsLearning Groups

Angie Mann-Williams, LCSWMary Secret, Ph.D.James Young, MSW, MPA

Virginia Commonwealth University School of Social Work

Presentation GoalsPresentation GoalsIdentify and explain the theoretical

basis for utilizing Collaborative Learning Groups in HBSE courses.

Outline and explain how to implement Collaborative Learning Groups in online and face-to-face HBSE courses.

 Evaluate student achievement

learning outcomes in face-to-face and online HBSE courses.

Presentation OutlinePresentation OutlineTheoretical underpinnings of

Collaborative Learning GroupsImplementing Collaborative

Learning Groups in online and face-to-face courses

Benefits and challenges in using Collaborative Learning Groups

Assessment and evaluation of Collaborative Learning Groups

Comparative Formal Evaluation of Online and Face-to-Face HBSE Courses Using CLG’s

Human Behavior in the Social Human Behavior in the Social Environment: Online and Face-to-Environment: Online and Face-to-Face CoursesFace CoursesHBSE was the most frequently

offered online course within social work curricula (Siegel, Jennings, Conklin, and Napoletano-Flynn, 1998). ◦Given this, it is critically important to

explore strategies for faculty to use within both online and face-to-face HBSE courses.

Technology and PedagogyTechnology and Pedagogy

The intersection of technology and pedagogy are critically important in ensuring that the course content is effectively delivered. ◦The use of Collaborative Learning

Groups (CLG’s) within online courses and face-to-face courses is a mechanism to integrate technology and pedagogy.

Collaborative Learning Collaborative Learning Groups Groups CLG’s allow students to work

together to:◦Gather resources◦Problem solve questions◦Process and explore ideas◦Develop and implement group

projects◦Complete course assignments

Theoretical Foundation of Theoretical Foundation of CLG’s Informed by Dewey CLG’s Informed by Dewey Learning is achieved within a social

contextLearning results from conceptual

change in the mind of the learnerNew knowledge is based on preceding

knowledgeStudent is at the center of the learning

experienceLearning occurs within authentic, real-

world learning tasks

CSWE Educational Policies CSWE Educational Policies and Competenciesand CompetenciesEducational Policy 2.1.1—Identify as a

professional social worker and conduct oneself accordingly.

Educational Policy 2.1.3—Apply critical thinking to inform and communicate professional judgments.

Educational Policy 2.1.4—Engage diversity and difference in practice.

Implementing CLG’s in Face-Implementing CLG’s in Face-to-Face and Online Coursesto-Face and Online CoursesUsing Blackboard, in online

classes, students are placed in CLG’s.

The online use of CLG’s can be mirrored within face-to-face classes.◦Rather than using Blackboard,

students engage in their CLG during structured class time.

CLG’s in Online CoursesCLG’s in Online Courses

An example from VCU:Students assigned to small discussion groups

of 4 to 5 students. Weekly discussion board forumsQuestions generated from the assigned

reading for that weekQuestion posted and each forum open for

one week Students expected to do a minimum of two

postings per week in the group. ◦ a direct reply to the discussion board question of

the week ◦ a response/reaction/feedback to one other group

member’s posting.

CLG’s in Face-to-Face CLG’s in Face-to-Face Courses Courses An example from VCU:Students assigned to small discussion groups

of 4 to 5 students. Questions are generated from the assigned

reading for that weekThe CLG questions are posted prior to class

on the Blackboard site for the course and posted on the board in the classroom

Within the structured class time, students organize in their CLG’s and respond to the posted question

Collectively, as a class, CLG’s share their responses, perceptions, ideas, etc. related to the posted question

Sample CLG QuestionSample CLG QuestionUsing a case study in the Hutchison (2008)

text students are asked to respond to the

following question: Compare and contrast Stan and Tina’s

experiences at Community High School with your own high school experience, considering the each of the following themes.◦ Material and behavioral cultural symbols◦ Processes of cultural change (assimilation,

accommodation, acculturation, bicultural socialization)◦ Ways in which race, ethnicity, social class, and gender

play out in the school setting

Benefits and Challenges of Benefits and Challenges of Using CLG’sUsing CLG’sBenefits:Promotes a more

constructivist learning environment

Promotes student engagement

Promotes reflective and in depth discussions

ChallengesThe time devoted to

using CLG’s during structured face-to-face class time

Fully assessing individual participation in CLG’s in a face-to-face class

Amount of time spent grading online CLG responses in online courses

Assessment and Evaluation Assessment and Evaluation of CLG’sof CLG’sOnline Courses:Grade weekly using

a rubric◦ Recommended feedback

mechanism to assess effectiveness of a student’s participation in threaded discussions

◦ A “scoring guide, laid out in the form of a table, identifies levels of performance on any given assignment

Student assessment and evaluation of themselves and their fellow group members

Face-to-Face Courses:Monitor

participation of each student in the context of their CLG

Assess the content and depth of the CLG responses

Student assessment and evaluation of themselves and their fellow group members

Comparative Formal Evaluation of Comparative Formal Evaluation of Online and Face-to-Face HBSE Courses Online and Face-to-Face HBSE Courses Using CLG’s Using CLG’s Developed an evaluation tool:

Student Learning Outcomes Questionnaire (SLOQ) to assess learning outcomes

The SLOQ included four case studies focusing on different life stages ranging from pregnancy to young adulthood

SLOQ Structured to Focus on SLOQ Structured to Focus on Different Areas of the EPASDifferent Areas of the EPASAreas:

◦Utilization of conceptual framework

◦Critique and application of evidence-based knowledge

◦Engagement to diversity and difference

Data AnalysisData AnalysisMann Whitney non-parametric

was used to determine differences between the online class and the face to face classes related to learning outcomes

Findings: Differences in Learning Findings: Differences in Learning Outcomes in Online and Face-to-Outcomes in Online and Face-to-Face CoursesFace CoursesStudents in online class scored

higher in conceptual knowledge (p = .003) and in overall knowledge (p = .006)

No stat sig difference in evidence-based knowledge (p =.095 ) or diversity knowledge (p = .202)

Discussion and QuestionsDiscussion and Questions

Accessing the Presentation Accessing the Presentation OnlineOnlinehttp://hbseevaluationapm2010.blogspot.com

ReferencesReferencesDewey, J. (1916). Democracy and education: An

introduction to the philosophy of education. The MacMillian, USA.

Hutchison, E. (2008). Dimensions of human behavior: Person and environment (3rd Edition). Thousand Oaks, CA: Sage.

Siegel, E., Jennings, J. G., Conklin, J., & Napoletano-Flynn, S. A. (1998). Distance learning in social work education: Results and implications form a national survey. Journal of Social Work Education, 34, 71–80.