Abstract
This article reviews findings of a small, exploratory study of 45 female, masters-level social work students who participated face-to-face or online in course required self-help groups. Explored with both quantitative and qualitative data collection methods were reasons for female students’ choice of group medium and satisfaction with peer support in both types of groups. A range of supportive acts and behaviors were reported in the qualitative data although there were few statistically significant differences in quantitative peer support scores when grouped by face-to-face and online group membership. Contributions from research on the relational theory of women’s development and group psychotherapy are suggested to help in developing online learning environments geared towards female learners.
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