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Presentation given at CSWE APM 2010
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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.