Abstract
The study aims to assess the impact of the video-case as an additional support tool in Social Work learning practice. The practical character of the discipline requires assessing the practical knowledge acquisition through different teaching and learning methodologies. The research was conducted with 118 Social Work Degree Students at the University of Jaén (Spain). Participants were randomly assigned to two conditions: face-to-face class (control group) vs. audiovisual class (experimental group). Both video-cases and learning were focused on Family Treatment Teams functioning in Spain. After watching the video or attending the class, participants filled in two questionnaires: The General Satisfaction Scale and the Performance Test. Among other results, ANOVA showed that participants in the audiovisual condition assessed the acquisition of skills and cognitive processes (memory and attention) better than those in the face-to-face condition. Meanwhile, the performance was not affected by the condition assigned. In conclusion, this research proves the positive effect of video-cases in Social Work practical learning processes as an extra tool.
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