Abstract
This study investigated the impact of reducing the number of face‐to‐face contact hours in a Masters of Science in Social Work (MSSW) foundation research course in an urban school of social work on students' knowledge gained and course satisfaction. A quasi‐experimental pretest/posttest comparison group design was used to test the following hypothesis: reducing the number of face‐to‐face contact hours will not negatively impact knowledge gain and course satisfaction in a foundation research course. The findings of this study suggest that reducing the number of face‐to‐face contact hours does not negatively affect student learning as both the comparison and the experimental group demonstrated an increase in foundation research knowledge. The level of course satisfaction was influenced by the number of hours completed in the program, age, and the number of hours worked in paid employment. Students who are especially vulnerable are younger students who have completed less course hours. They tend to struggle at the beginning to get used to new technology as part of their educational experience. This paper demonstrates that it is no longer ‘if’ web‐based and distance learning technologies are appropriate for social work education but rather ‘when’ and the degree to which their integration yields greatest educational value.
Published Version
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