Student perceptions of social work practice skills: A comparison of blended and traditional learning

Trevor G Gates; Jason A Dauenhauer

doi:10.1921/jpts.v14i3.1013

Authors

Trevor G Gates Brockport State University of New York
Jason A Dauenhauer Brockport State University of New York

DOI:

https://doi.org/10.1921/jpts.v14i3.1013

Abstract

Blended learning is a growing trend in social work education. Students are increasingly enrolling in blended or online classes as a part of traditional undergraduate degree programs, and several programs are developing programs that rely heavily on online delivery. However, there are questions about whether students are adequately receiving the training needed, particularly in practice courses, to effectively intervene with individuals, families, and communities. The purpose of the present descriptive study was to compare students’ (N = 45) perceptions of social work practice skills gained in two different blended and traditional face-to-face courses. Results of the study were that students’ perceptions did not significantly differ between the blended and traditional course. We also explore future directions for social work education using blended and online delivery.

Keywords: Blended learning; hybrid courses; online programs; practice behaviors; social work education

Author Biographies

Trevor G Gates, Brockport State University of New York

Assistant Professor of Social Work

Jason A Dauenhauer, Brockport State University of New York

Director of Multigenerational Engagement and Associate Professor of Social Work

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