Abstract
ABSTRACT This pilot study considers the effects of a virtual coaching intervention on learning outcomes of an online training for child welfare workers. A two-group pretest–posttest design was used to assess differences in outcomes for participants taking part in virtual coaching (n = 27) compared with similar participants who received online training only (n = 300). The virtual coaching group completed significantly more training modules and perceived greater improvements in knowledge and practice than the no-coaching group. Findings suggest the importance of coaching to support transfer of learning and the efficacy of virtual coaching.
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