1. 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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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
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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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 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

15. 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

16. 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

17. 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