Student Attitudes Towards Poverty in a Social
Welfare Policy Course
Online versus Face to Face
Leah Hamilton, MSW, PhD
Appalachian State University
Full Presentation at www.socialworkeducator.com
ONLINE SOCIAL WORK EDUCATION: SHOULD WE?
Is it ethical to teach a human based profession online?
• Yes: better serve non traditional students
• Yes: better serve remote students and communities
• Yes: Prepares social work students for future of practice,
including teletherapy
ONLINE SOCIAL WORK EDUCATION: CAN WE?
• Online social work students have similar outcomes to face to face students
•
•
•
Social work knowledge/skills
Grades/test scores
Satisfaction/perception
• Similarities consistent across the social work curriculum
•
•
•
•
•
•
Research
HBSE
Intro to SW
Practice
Social Welfare/Policy
Diversity
TEACHING SOCIAL JUSTICE
• EPAS 2.1.5
•
•
•
“understand the forms and mechanisms of
oppression and discrimination;
advocate for human rights and social and
economic justice; and
engage in practices that advance social and
economic justice.”
• College students more negative
towards poor than middle class
• More likely to blame poor for their
situation than another cause
• Graduating SW students less likely
to blame the poor than new
students
CURRENT STUDY
• The American Social Welfare System
•
•
•
•
•
•
200 level course
Majors and non-majors
Intro policy course for social work majors
Covers social welfare policy history, inequality and poverty
Online section developed Spring, 2014
Textbook: Jansen’s The Reluctant Welfare State
• Research Questions
• 1. Are there differences in student attitudes towards poverty before and after the social welfare
course?
• 2. Are there differences between online and face to face students?
METHODS
• Pre-post agreement on a 5 point Likert Scale
• “Poverty is usually caused by societal actions.”
• “Poverty is usually caused by individual actions.”
• Sample
• 3 online sections (n=78 @ pretest, n=70 @ post test)
• 2 face to face sections (n=68 @ pretest, n=60 @ post test)
• ASU students mostly White (85%), Female (55%), middle class, traditional aged (Average: 20.93 years)
• Analysis
• Anonymous (No way to track individual student change)
• RQ1 (pre-post changes): Related Samples Wilcoxon Signed Ranked Test
• RQ2 (F2F v Web): Individual Sample Mann-Whitney U Test
RESULTS: RQ1 (Pre-Post)
1
Strongly
Agree
2
Agree
3
Neutral
4
Disagree
5
Strongly
Disagree
“Poverty is usually caused by an individuals own actions.”
Slight increase in likelihood to blame own actions, not significant (p=.505)
RESULTS: RQ1 (Pre-Post)
1
Strongly
Agree
2
Agree
3
Neutral
4
Disagree
5
Strongly
Disagree
“Poverty is usually caused by societal actions.”
Slight increase in likelihood to blame societal actions, not significant (p=.480)
Results: RQ2 (F2F vs Web)
●
●
Pre test: Web students
more likely to blame
society at pretest
(p=.035).
Post test: No significant
differences between
Web and F2F.
1
Strongly
Agree
2
Agree
3
Neutral
4
Disagree
5
Strongly
Disagree
Results: RQ2 (F2F vs Web)
Disagreement
Agreement
Mean (p Measured via Related Samples Wilcoxon Signed Ranked Test)
●
●
●
Society: Pre→Post
Change
Individual: Pre→Post
Change
Face to Face
2.62→2.45
↓0.17 (p=.819)
3.82→3.65
↓0.17 (p=.841)
Web
2.38→2.19
↓0.19 (p=.166)
3.83→3.77
↓0.06 (p=.132)
Both groups increased their mean agreement with both statements.
Similar increase in response to “Poverty is usually caused by societal actions.”
Greater increase in response to “Poverty is usually caused by an individuals own actions” for face to face students.
DISCUSSION
• All students gained a more complex attitude
towards poverty?
• Possible groupthink interaction for face to face
students?
• Discussion based class
• In the US South East, politically Conservative students
can often be outspoken.
Questions? Thoughts?
• Email: hamiltonl@appstate.edu
• Twitter: @hamiltonleah
• Website: www.socialworkeducator.com
REFERENCES
Aguirre, R. T. P., & Mitschke, D. B. (2011). Enhancing learning and learner satisfaction through the use of WebCT in social work education. Social Work Education, 30(7), 847–860.
http://doi.org/10.1080/02615479.2010.520119
Atherton, C. R., Gemmel, R. J., Haagenstad, S., & Holt, D. J. (1993). Measuring attitudes toward poverty: A new scale. Social Work Research & Abstracts, 29(4), 28–30.
Buchanan, R. L., & Mathews, D. A. (2013). A comparison of student knowledge and attitude toward research: Are main campus students different from those in a hybrid environment? Journal
of Teaching in Social Work, 33(4/5), 467–480. http://doi.org/10.1080/08841233.2013.828668
Cappiccie, A., & Desrosiers, P. (2011). Lessons learned from Using Adobe Connect in the social work classroom. Journal of Technology in Human Services, 29(4), 296–302.
http://doi.org/10.1080/15228835.2011.638239
Coccoma, P., Peppers, C. A., & Molhoek, J. K. (2012). Creativity and Wikis: Partnering virtual teams, technology, and social work education. Journal of Online Learning and Teaching, 8(2).
Cozzarelli, C., Tagler, M. J., & Wilkinson, A. V. (2001). Attitudes toward the poor and Attributions for Poverty. Journal of Social Issues, 57(2), 207.
Cummings, S. M., Chaffin, K. M., & Cockerham, C. (2015). Comparative analysis of an online and a traditional MSW Program: Educational outcomes. Journal of Social Work Education, 51(1),
109–120. http://doi.org/http://0-dx.doi.org.wncln.wncln.org/10.1080/10437797.2015.977170
Cummings, S. M., Foels, L., & Chaffin, K. M. (2013). Comparative analysis of distance education and classroom-based formats for a clinical social work practice course. Social Work
Education, 32(1), 68–80. http://doi.org/10.1080/02615479.2011.648179
Deglau, E., Ray, A., Edwards, R. L., Carre-Lee, N., Harrison, T., & Cunningham, K. (2014). Transferring MSW education to practice: A qualitative study With public child welfare employees.
Journal of Public Child Welfare, 8(3).
Domakin, A. (2013). Can Online Discussions Help Student Social Workers Learn When Studying Communication? Social Work Education, 32(1), 81–99.
http://doi.org/10.1080/02615479.2011.639356
Douville, M. L. (2013). The effectiveness of mutual aid learning communities in online MSW practice courses. Journal of Teaching in Social Work, 33(1), 15–25.
http://doi.org/10.1080/08841233.2012.748711
Elliott, W., Choi, E., & Friedline, T. (2013). Online statistics labs in MSW research methods courses: Reducing reluctance toward statistics. Journal of Social Work Education, 49(1), 81–95.
Forgey, M. A., Loughran, H., & Hansen, J. (2013). Utilizing video conferencing to introduce an iInternational perspective to foundation practice. Journal of Teaching in Social Work, 33(4/5),
449–466. http://doi.org/10.1080/08841233.2013.829550
Forte, J. A., & Root, V. (2011). To ITV or Not to ITV: A comparison of hybrid and web-enhanced approaches to teaching a macro-course in human behavior in the social environment. Journal
of Human Behavior in the Social Environment, 21(1), 82–96. http://doi.org/10.1080/10911359.2011.535732
Gursansky, D., Quinn, D., & Le Sueur, E. (2010). Authenticity in reflection: Building reflective skills for social work. Social Work Education, 29(7), 778–791.
http://doi.org/10.1080/02615471003650062
Hash, K. M., & Tower, L. E. (2010). The development and evaluation of online learning modules to deliver lifespan content in human behavior in social environment courses. Journal of Human
Behavior in the Social Environment, 20(3), 379–392. http://doi.org/10.1080/10911351003673260
Janis, I. L., & Mann, L. (1977). Decision making: A Psychological Analysis of Conflict, Choice, and Commitment. New York: Free Press.
Johnson, B. (2013). User movies as a means of incorporating the knowledge and experience of users in web-based professional education. Social Work Education, 32(4), 468–483.
http://doi.org/10.1080/02615479.2012.689277
Kayser, J. A., Bowers, J., Jiang, L., & Bussey, M. (2013). Increasing MSW students’ information competencies through online tutorials, application exercises, and course assignments. Journal
of Teaching in Social Work, 33(4/5), 578–593. http://doi.org/10.1080/08841233.2013.831391
Kilpeläinen, A., Päykkönen, K., & Sankala, J. (2011). The use of social media to improve social work education in remote Areas. Journal of Technology in Human Services, 29(1), 1–12.
http://doi.org/10.1080/15228835.2011.572609
Larsen, A. K., Visser-Rotgans, R., & Hole, G. O. (2011). Teaching and learning community work online: Can e-learning promote competences for future practice? Journal of Technology in
Human Services, 29(1), 13–32. http://doi.org/10.1080/15228835.2011.565244
Lee, E.-K. O. (2014). Use of avatars and a virtual community to increase cultural competence. Journal of Technology in Human Services, 32(1-2), 93–107.
Lee, E.-K. O., Brown, M., & Bertera, E. M. (2010). The use of an online diversity forum to facilitate social work students’ dialogue on sensitive issues: A quasi-experimental design. Journal of
Teaching in Social Work, 30(3), 272–287. http://doi.org/10.1080/08841233.2010.499066
Levine, J., & Adams, R. H. (2013). Introducing case management to students in a virtual world: An exploratory study. Journal of Teaching in Social Work, 33(4/5), 552–565.
http://doi.org/10.1080/08841233.2013.835766
Levin, S., Whitsett, D., & Wood, G. (2013). Teaching MSW social work practice in a blended online learning environment. Journal of Teaching in Social Work, 33(4/5), 408–420.
http://doi.org/10.1080/08841233.2013.829168
Leyva, V. L. (2012). Online supervision of field education. Field Educator, 2(1). Retrieved from http://0search.proquest.com.wncln.wncln.org/socscijournals/docview/1561136391/5E9B7C89616F41ACPQ/5?accountid=8337
Marson, S. M., Wei, G., & Marson, B. M. (2010). Teaching social work values and ethics online. Journal of Social Work Values & Ethics, 7(1), 1–11.
Mason, J. A., Helton, L. R., & Dziegielewski, S. (2010). Psychosocial environmental relationships among MSW students in eistance learning and traditional classrooms. Journal of Social
Service Research, 36(3), 230–247. http://doi.org/10.1080/01488371003707621
McAllister, C. (2013). A process evaluation of an online BSW program: Getting the student perspective. Journal of Teaching in Social Work, 33(4/5), 514–530.
http://doi.org/10.1080/08841233.2013.838200
Mishna, F., Tufford, L., Cook, C., & Bogo, M. (2013). Research note-A pilot cyber counseling course in a graduate social work program. Journal of Social Work Education, 49(3), 515–524.
Noble, D., & Russell, A. C. (2013). Research on webbed connectivity in a web-based learning environment: Online social work education. Journal of Teaching in Social Work, 33(4/5), 496–
513. http://doi.org/10.1080/08841233.2013.829167
Okech, D., Barner, J., Segoshi, M., & Carney, M. (2014). MSW student experiences in online vs. face-to-face teaching formats? Social Work Education, 33(1), 121–134.
http://doi.org/10.1080/02615479.2012.738661
Oliaro, L., & Trotter, C. (2010). A comparison of on-campus and off-campus (or distance) social work education. Australian Social Work, 63(3), 329–344.
http://doi.org/10.1080/0312407X.2010.496866
O’Neill, M., & Jensen, J. (2014). Comparison of student outcomes in a campus and a distributed learning class. Journal of Technology in Human Services, 32(3), 186–200.
http://doi.org/10.1080/15228835.2014.908157
Pardasani, M., Goldkind, L., Heyman, J. C., & Cross-Denny, B. (2012). How much does the distance in distance education matter? Our students speak. Social Work Education, 31(4), 406–
421. http://doi.org/10.1080/02615479.2011.573547
Rautenbach, J. V., & Black-Hughes, C. (2012). Bridging the hemispheres through the use of technology: International collaboration in social work training. Journal of Social Work Education,
48(4), 797–815.
Reinsmith-Jones, K., Kibbe, S., Crayton, T., & Campbell, E. (2015). Use of Second Life in social work education: Virtual world eExperiences and their effect on students. Journal of Social
Work Education, 51(1), 90–108.
Schwartz, S., & Robinson, M. M. (1991). Attitudes toward poverty during undergraduate education. Journal of Social Work Education, 27(3), 290–297.
Webber, M., Currin, L., Groves, N., Hay, D., & Fernando, N. (2010). Social workers can e-Learn: Evaluation of a pilot post-qualifying e-learning course in research methods and critical
appraisal skills for social workers. Social Work Education, 29(1), 48–66. http://doi.org/10.1080/02615470902838745
Williams-Gray, B. (2014). Preparation for social service leadership: Field work and virtual organizations that promote critical thinking in administration practice. Journal of Teaching in Social
Work, 34(2), 113–128.