Indiana University School of Social Work S231:Generalist Social Work Practice Study “Acquisition of interviewing skills” Classroom vs. Web-based Instruction Philip M. Ouellette, Ph.D. Valerie Chang, Ph.D. 2/29/04

Background Literature has already indicated “no significant differences” (online vs classroom learning) Little is known on learning outcomes regarding acquisition of interviewing skills for online learners Hybrid experience has led to ideas about Web-based instructional designs Doubts about learning practice skills via online instruction still prevails Irrespective of training context, transfer of learned skills from training setting to actual practice continues to be a challenge. 2/29/04

Research Description Context: Purpose: BSW methods course – Generalist Social Work Practice I & II One section classroom – other online Purpose: Explore similarities/differences in acquisition of interviewing skills between the two groups Student perceptions of their learning experience 2/29/04

Research Description Target Group: Two classes approximately the same size were selected Both groups had similar characteristics Participation was voluntary 30 students agreed to participate in study 2/29/04

Indiana University School of Social Work Gender Total Number Percentage Online Classroom Male 2 6.67% 2 (12.5%) None Female 28 93.3% 14(87.5%) 14 (100%) Totals 30 16 14 Age Range Number Percentage Online Classroom 20-29 16 53.3% 7 (43.75%) 9 (64.29%) 30-39 9 30% 5 (31.25%) 4 (28.57%) 40+ 5 16.67% 4 (25%) 1 (7.14%) Totals 30 14 2/29/04

Indiana University School of Social Work Ethnicity Number Percentage Online Classroom African American 10 33.33% 6 (37.5%) 4 (28.5%) Hispanic 1 3.33% 1 (6.25%) Caucasian 18 60% 9 (56.25%) 9(64.2%) Other 1 (7.1%) Totals 30 16 14 2/29/04

Indiana University School of Social Work Differences on Demographic Variables between Sections Age of Students How many credit hours are you taking this semester? How many hours per week do you work in paid employment? On a scale of 0 to 10, how important do you believe this course is compared to other classes you have taken? What is your overall grade Point Average? What was your Grade Point Average last semester? What is the number of online courses you have taken? Mann-Whitney U 45.500 67.000 77.000 69.000 87.000 68.000 13.500 Wilcoxon W 123.500 203.000 143.000 205.000 207.000 173.000 79.500 Z -2.357 -1.473 -.551 -1.299 -.147 -.498 -3.910 Asymp. Sig. (2-tailed) .018 .141 .581 .194 .883 .618 .000 Exact Sig. [2*(1-tailed Sig.)] .017(a) .189(a) .610(a) .223(a) .905(a) .647(a) .000(a) 2/29/04

Instructional Process – Interviewing Skills How do you teach Interviewing Skills? Describe the skill Six Step Circular Process Demonstrate the skill Practice the skill Observe the skill Evaluate the skill Acquire Feedback 2/29/04

Classroom-based Strategies Describe the skill Demonstrate the skill Practice the skill Observe the skill Evaluate the skill Acquire Feedback Read about and discuss appropriate use of the skill Learn system for evaluating the skill Watch and evaluate a videotape demonstration of the skill Role play use of skill Peer feedback and evaluation of role play Start again adding a new skill Video tape demonstration of use of all learned skills Self-evaluation of video tape Instructor feedback and evaluation of video tape demonstration and self-evaluation 2/29/04

Online Strategies Use of “interactive notes” Use of “self-test” Describe the skill Demonstrate the skill Practice the skill Observe the skill Evaluate the skill Acquire Feedback Use of “interactive notes” Use of “self-test” Use of streaming video segments Video tape practice sessions Role play client role Self-evaluation instrument Peer review Instructor feedback Student interview demonstration 2/29/04

Research Description Selection Process Data Collection Invitation to participate Signed consent Data Collection Demographic Survey End of Semester Questionnaire – Student Self-Perceptions of Learning Video Tape Interviews – not used for grading purposes Use of Client Simulators Use of Independent Evaluators 2/29/04

Student Perceptions of Learning Experience Preliminary Analysis Student Perceptions of Learning Experience Classroom vs. Online Exercises well organized Exercises sparked my interest Enjoyed participating Instructions were clear Can implement interviewing skills learned Learned a lot from learning exercises Achieved a high level of confidence with interviewing skills 2/29/04

Indiana University School of Social Work Student Perceptions of Learning Experience Table 7 - Clarity and Effectiveness of Learning Exercises Total respondents reporting N=29 Strongly Disagree (1) Disagree (2) Undecided (3) Agree (4) Strongly Agree (5) Exercises well organized 3 (10.34%) 8 (27.59%) 18 (62.07%) Exercises sparked my interest 3(10.34%) 1 (3.45%) 9 (31.03%) 16 (55.17%) Enjoyed participating 15 (51.72%) 12(41.38%) Instructions were clear 1(3.45%) 2(6.9%) 14(48.28%) 12 (41.38%) Can implement interviewing skills 15(51.72%) 9(31.03%) Learned a lot from activities 16(55.17%) 11(37.93%) Achieved a high level of confidence with interviewing skills 19(65.52%) 4(13.79%) 2/29/04

Indiana University School of Social Work The learning exercises used to teach social work interviewing skills were well organized. The learning exercises were delivered in a way that sparked my interest in social work interviewing I enjoyed participating in the learning exercises related to social work interviewing. The instructions regarding learning exercises dealing with social work interviewing skills were defined clearly. After completing all the learning exercises associated with interviewing skills, I believe I could implement the beginning skills of a social work interview. I think I learned a lot about social work interviewing skills as I progressed through the different learning activities prepared by my instructor. After completing the learning exercises associated with interviewing skills, I would assess my level of confidence to implement the beginning of a social work interview as high. I would assess my personal level of competence regarding social work interviewing skills associated with the beginning of an interview as high. Mann-Whitney U 85.500 76.500 91.000 75.500 78.000 66.000 78.500 Wilcoxon W 221.500 212.500 227.000 153.500 214.000 202.000 214.500 Z -.562 -1.019 -.260 -1.050 -.926 -1.589 -.952 -.982 Asymp. Sig. (2-tailed) .574 .308 .795 .294 .354 .112 .341 .326 Exact Sig. [2*(1-tailed Sig.)] .631(a) .371(a) .837(a) .347(a) .423(a) .174(a) 2/29/04 a Not corrected for ties. b Grouping Variable: Type of Course

Indiana University School of Social Work Next Step Analysis of video tapes by independent evaluators Determine actual skill acquisition Relationship to self-perceptions of learning Similarities/differences between both groups Assess progress of online students in next course sequence 2/29/04

Observations Web-based Practice Instruction Majority of students – 1st online experience For those with previous Web-based experience, instructional format very different - interactivity Students experienced “(learning) culture shock” Use of orientation module prevents many problems Easy to fall behind – procrastination not possible (teacher & student) Embedded learning activities confronts old habits, promotes thinking Use of troubleshoot discussion forum useful Chit-chat forum creates “class type atmosphere” 2/29/04

Observations Web-based Practice Instruction Create small group discussion forums (8 max) Chat rooms not practical except for informal use Collaborative learning projects extremely important Link assignments to practicum where possible Provide opportunities for bonus points – create incentives Online courses practical for student, but learning practice skills may seem harder than classroom for some Cannot hide on online environment. Every student must show visibility, must demonstrate skill acquisition, must take self-initiative Evaluation is based on products not personalities Similar to social work practice, online learning is a process, not static content 2/29/04