Comparing Skill Development Between Online and F2F Students Dina J. Wilke, PhD, MSW Erin A. King, MSW, LCSW Margaret Ashmore, MSW, LCSW B. Craig Stanley,

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<p>Welcome! Course Number: Course Title</p> <p>Comparing Skill Development Between Online and F2F StudentsDina J. Wilke, PhD, MSWErin A. King, MSW, LCSWMargaret Ashmore, MSW, LCSWB. Craig Stanley, PhD, MSW, LCSW</p> <p>1PurposeLots of evidence of no differences between asynchronous online and F2F outcomes like satisfaction, grades, etc. True for single classes and overall programsFew studies examine skill developmentInterested in assessing if clinical intervention skills can be taught in an asynchronous formatOverall, only one study appears to look at actual skill acquisition (Oulette, et al., 2006), while the others, although ostensibly skills-based, continued to limit outcomes to attitudes and knowledge.</p> <p>2Course DesignUtilized the advanced MSW practice course from the clinical concentrationTheory &amp; Practice of Crisis InterventionAll sections taught by the same instructorOnline = Blackboard platform, asynchronousF2F = Bb assisted, met 1x/week for 2h 45mSame course objectives, readings, and major assignments</p> <p>For the F2F course, students met one time per week for 2 hours and 45 minutes. During this time, the instructor delivered lecture content and provided opportunities for role-plays, discussions, and exercises on course materials. Students were expected to have completed the assigned readings prior to class and be prepared to discuss the content during in-class exercises. They received a participation grade each week based on their level of engagement during the session. Blackboard was used to post announcements, provide an electronic version of the syllabus, keep track of grades, and to provide students with a mechanism to be in contact with each other. </p> <p>The online course was completely asynchronous and delivered using Blackboard. Students were expected to complete the same assigned readings and participate in a threaded discussion throughout the week in order to apply course materials. Course content was divided into weekly sections, which included a written copy of a lecture along with the discussion board question(s) for students to consider. At the beginning of the semester, students were randomly divided into small groups of approximately five each in order to better manage the flow of discussion. They remained in this group for the entire semester. The threaded discussion was the basis for a students participation grade. While each group posted a summary of the small group discussions to the full class discussion board for everyone to review, grades were assigned based on individual contributions to the small group process. </p> <p>3Sample &amp; MeasuresThree semesters of both F2F (n=74) and online (n=74) classesInstructor taught F2F and online simultaneously in a given semesterDiscrete cohortsStudent were either all online or all F2F</p> <p>4MeasuresAssessment/treatment planWritten on a fictional client case (video)Graded by the course instructor (unblinded)Digitally recorded role-playCapstone assignmentGraded by a doctoral student (blinded)Quality points E.g., A = 4.0, A- = 3.75, etc.Will give details on subsequent slides5Assessment/Treatment PlanObserved video of an initial interview with a fictional clientDeveloped written assessment and recommended intervention planEvaluation:Insight into the client situationApplication of the course contentIdentification of evidence-based strategiesFor this assignment, students watched a video of an initial interview with a fictional client. This video was the same for all classes and was posted to the respective Blackboard site for both online and F2F students enabling all students to watch the video as many times as they deemed necessary. Through observing the client session, students developed a written assessment and recommended treatment plan by applying the crisis intervention model utilized for the course. Students then identified appropriate intervention strategies in response to the clients situation. Students were evaluated on their insight into the client situation and ability to apply course content in describing the presenting concerns. They were also expected to integrate theory and identify evidence-based techniques appropriate for the client circumstances within the context of social work values and ethics. The instructor, who was not blinded to the course delivery system for a given cohort, graded this assignment. </p> <p>6Digital Role-PlayStudents selected 1 of 4 scenarios provided by instructorIdentified their own role-play partner30 minute expectationEvaluation:Ability to establish rapportRapidly establishing a relationshipAssessing for lethalityConducting a crisis assessmentGeneral interviewing skillsThe purpose of the role-play was to give students experience in working with a client in a simulated crisis situation and to demonstrate the knowledge and skills acquired throughout the semester. Students were provided with four different possible scenarios from which to choose and were responsible for identifying a role-play partner and educating him/her on the scenario. Students completed the role-play assignment on their own time. As a result, they may have taken multiple opportunities to record the required skills, rather than, for example, having a client present a situation in a graded classroom simulation. This format meant that students put forward their best interpretation of the skills needed to apply the crisis model to the given case. </p> <p>Effective interpersonal skills included demonstrating an ability to establish rapport, rapidly establishing a relationship, assessing for lethality, and conducting a crisis assessment. Students were graded on general interviewing skills such as appropriate tone, affect, tempo, non-verbal skills, etc. Students were further evaluated on the thoroughness of assessment, capacity to explore emotions through active listening, assessment of past coping strategies and exploration of alternatives, and development of an adequate action plan. Finally, students were evaluated on how well they gave attention to the unique issues associated with the disadvantaged or marginalized status of the client being interviewed. </p> <p>7Blinded ReviewsAssignments uploaded to Bb with IDsProgram assistant downloaded videos and burned to a CDAssociated name with student ID in a separate datafileCDs were provided to a doctoral student grader who was blinded to course delivery mechanismSame grader for all 6 classesGrades were returned to the instructor (by student ID), matched to the student name, and then uploaded into the respective class.8Additional InfoDemographics were retrieved from University databaseAge, gender, race</p> <p>t-test and chi-square tests were usedPost-hoc test used one-way ANCOVASample CharacteristicsItemF2F(n=74)Online(n=78)p-valueRace (%)WhiteBlackHispanicAll Else74.314. (%)MaleFemale16.283.810.389.7.340Age 28.3(8.68)36.2(10.5)p</p>


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