Paul P. Freddolino

Enhancing Computer-Mediated Teaching Through Interactivity: The Second Iteration of a World Wide Web-Based Graduate Social Work Course

Objective This study evaluated the effects of increasing opportunities for interactivity on student attitudes and behavior over two iterations of an Internet-based graduate social work research methods course. Method In both iterations, lectures and class discussions were carried out over the Internet. In the second iteration, additional opportunities for interaction (self-tests, automated feedback, discussion questions, and links to an Internet discussion list) were added. Type and frequency of class participation were measured for both iterations as well as attitude toward the course. Results Students in the second iteration participated in class list discussions more frequently than their first iteration counterparts. Students in the second iteration also tended to rate their experience more positively than did their counterparts in the first class. Conclusion The incorporation of interactivity into a Web site served to make it easier to create an active learning environment for students.

Tracking and Follow-Up Methods for Research On Homelessness

To conduct comprehensive treatment effectiveness studies, evaluators must frequently track, locate and interview service recipients long after program participation has ended. For some populations, this is an arduous task. But, despite wide variations in retention rates, the published literature from follow-up studies rarely provides information on their tracking, locating, or interviewing techniques. The present report concerns a 12-month follow-up study of individuals who were homeless and mentally ill, which achieved a remarkably high retention rate—over 70%. Quantitative information is presented on client characteristics related to locatability and agreement to be interviewed, as well as qualitative information on successful techniques, from a focus group session with research interviewers.

Assessing the Comparability of Classroom Environments in Graduate Social Work Education Delivered via Interactive Instructional Television

This article reports the comparison of MSW student perceptions of the classroom learning environment among one on-campus and two distance sites linked electronically via interactive instructional television for 13 courses from 1994 through 1998. The authors describe supports provided by the school to make the distance classroom environments comparable. Data analysis revealed no statistically significant differences in students’ overall perceptions between distance and on-campus sites or between the two distance sites, although some differences in policy and practice courses are noted. Implications of the findings and recommendations for future research are presented.

Evaluation of distance education programs in social work

SUMMARY Social work courses and programs delivered with distance technologies continue to increase in number. This article reports on current social work education research on distance courses and programs, and makes recommendations for future distance education research. Distance education research in other fields is described to give context for social work efforts.

Quality and Comparability in Distance Field Education: Lessons Learned from Comparing Three Program Sites

This article compares MSW field instruction at one local and two distance campus locations. The authors describe four “Action Steps” to design, implement, and evaluate the program with a focus on quality and comparability across sites. Data from students following their first-year field placement in 1995-96 are presented, including their perceptions of local and home-campus program resources, program responsiveness to local agency structures and culture, and program responses to confidentiality issues, a key issue in the comparatively smaller distance sites. The article concludes with suggestions for future development of field instruction in distance education programs.

A Differential Model of Advocacy in Social Work Practice

Although advocacy is a central aspect of social work practice, there is considerable variation in its purpose, aims, and roles within human services, infusing it with a rich and diverse character. On the basis of a differentiation of who controls the ends or outcomes of advocacy and who controls its means or process, the authors offer a differential model that encompasses four major traditions of advocacy within the profession: protecting the vulnerable, creating supports to enhance functioning, protecting and advancing claims or appeals, and fostering identity and control. The authors then identify four forms of advocacy and examine the conditions under which social workers are likely to employ each of the four variants.

Therapeutic Applications of Online Gaming

ABSTRACT This article discusses online gaming in the twenty-first century, describes online gaming, considers negative and positive aspects of gaming, and proposes several possible research, practice, and educational strategies for subsequent development of this genre into a useful tool for human service interventions. Positive characteristics of online gaming environments such as high levels of social interaction and the potential for transformative experiences strongly suggest that many clients will be utilizing such environments. In addition, practitioners must not only learn to assess client use of gaming but also develop the necessary knowledge and skills to utilize online games as therapeutic tools.

Effects of digital engagement on the quality of life of older people

It is often asserted that older peoples quality of life (QOL) is improved when they adopt information and communication technology (ICT) such as the Internet, mobile phones and computers. Similar assumptions are made about older peoples use of ICT-based care such as telecare and telehealth. To examine the evidence around these claims, we conducted a scoping review of the academic and grey literature, coving the period between January 2007 and August 2014. A framework analysis approach, based on six domains of QOL derived from the ASCOT and WHOQOL models, was adopted to deductively code and analyse relevant literature. The review revealed mixed results. Older peoples use of ICT in both mainstream and care contexts has been shown to have both positive and negative impacts on several aspects of QOL. Studies which have rigorously assessed the impact of older peoples use of ICT on their QOL mostly demonstrate little effect. A number of qualitative studies have reported on the positive effects for older people who use ICT such as email or Skype to keep in touch with family and friends. Overall, the review unearthed several inconsistencies around the effects of older peoples ICT use on their QOL, suggesting that implicit agreement is needed on the best research methods and instrumentation to adequately describe older peoples experiences in todays digital age. Moreover, the available evidence does not consider the large number of older people who do not use ICT and how non-use affects QOL.

Outcomes from a peer tutor model for teaching technology to older adults

ABSTRACT A key component of social work ethics is social justice and equitable access to resources. Increasingly, this includes access to technology. This study addresses issues related to the ‘digital divide’ by testing a peer tutor model (Technology and Aging Project, TAP2) to teach adults aged 60 and older how to use information and communication technologies (ICTs) such as email, the internet, online chat rooms and discussion groups, internet-based support groups, and voice technology and webcams. Participants from the control group of a previous programme, TAP1 (N=19) participated in a six-month computer training programme. Six participants who had successfully completed the TAP1 training were selected to be peer tutors. Data were collected from tutors and learners at baseline, three months, six months and nine months (three months after the end of training). The current study reports on learner outcomes only. Measures include computer, social support, and mental health-related outcomes. Learners reported a significant and consistent increase over time in their confidence completing certain computer-related tasks and their overall use of ICTs. Mental health and social support outcomes did not change. Overall, the peer tutor model appeared to be at least as effective as the previous staff-directed model.

The Impact of Distance Education Programs on Community Agencies

Objective This study examined the impact of two distance education programs on clients, field instructors, cooperating agencies, and the broader networks of agencies surrounding the two distance sites. Method Self-administered surveys were mailed to one cohort of students as well as to field instructors and agency directors from two successive field placement sites. Results A11 groups of respondents reported Impact of increased services to clients, new knowledge of interventions available, and increased networking among students, field instructors, and agencies. There was a limited amount of information about technology transferred to the agencies. No significant differences were found in results between the sites. Conclusions The amount and quality of services, and to a lesser extent the choices of interventions and programs, were seen by these key stakeholders as having increased in the two distant communities where the masters of social work program was offered.