Abstract
Sixteen MSW distance programs provided insight into how the implicit curriculum currently exists within their programs. Overall, distance programs carried out the activities necessary for student development; the student population made for a more diverse learning community; and faculty were receiving training. There was still a heavy reliance on making contact with students using nonvirtual space. In fact, distance programs might not be taking full advantage of how technology can support virtual contact. There also seemed to be an absence of findings that distance programs are using technology to bring the explicit content in through various media. Throughout the discussion, suggestions are provided for using technology to facilitate the manifestation of the implicit curriculum throughout the distance program.
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