Analysis of Social Work Research Practice Behaviors for Students in a Hybrid Versus Traditional Classroom Model

Background and Purpose: Despite the growing development of hybrid and distance social work education programs, there is little known about student learning outcomes of such programming. There is mixed evidence suggesting that student outcomes differ by modality; some suggest that hybrid students learn equally as well as face-to-face, while others contend hybrid students are exposed to inferior education.  This research examines the differences in social work research practice behaviors between on-campus in-person and hybrid distance graduate students. 

Methods: Using a retrospective cohort design, 67 social work graduate students (n=30 on-campus in-person; n=37 hybrid distance) who completed their final graduate research course at a public university were included.  The primary outcome of interest was social work research practice behaviors as measured by the Council on Social Work Education (CSWE) embedded measures and field placement evaluation. These instructor/field supervisor rated outcomes measure students’ ability to apply social work ethical principles in research, critically appraise evidence, design and implement research, and assess instrument psychometric properties.  Based on level of measurement, Mann-Whitney-U tests were performed to compare the two groups.

Results: There was statistically significant difference between on-campus in-person students and hybrid distance students on their embedded measures. Distance students had higher mean ranks (42.63) of social work research practice behaviors than the on-campus students, U = 296, p <.01. However, on field placement research, there was no statically significant difference (U=678, p =.89) in research practice behaviors between distance students (mean rank=38.90) and on-campus students (mean rank=38.24).

Conclusions: This research contributes to the growing literature indicating that hybrid courses are just as successful in achieving positive student learning as traditional face-to-face models. Similarly, some studies have indicated that hybrid students out perform traditional students in final exams and passing rates.  As hybrid distance learning programs increase in popularity, it is essential social work educators evaluate student outcomes to ensure the best training possible for future social workers.