Abstract
A growing body of research suggests that online courses are as effective as face-to-face courses in delivering knowledge-based content. Scant research, however, has been conducted to examine the usefulness of distance education (DE) for teaching clinical coursework. This study compared the outcomes of students who participated in DE sections of a graduate level Social Work Practice with Groups course with students engaged in traditional face-to-face sections of the same course. The DE sections were primarily online and used asynchronistic and synchronistic technology coupled with a few Saturday sessions. Results revealed no significant differences between DE and in-class students in knowledge of leadership skills, group processes and dynamics, or perception of course content and effectiveness. Implications for social work education are discussed.
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