A Quick Review of Literature on Online Course Evaluation in Social Work Programs

Introduction/ Background

Due to technological innovations, online course offerings and programs in social work have evolved. These innovations have provided multimedia aids to faculty, changing the way they communicate with students, especially those who are working, and living in rural areas. However, questions remain as to the effectiveness of student learning through online programs. Thus, this systematic review has a two-fold research purpose: 1) identify the current state of literature addressing online course and program evaluation; and 2) determine to what extent the existing empirical literature considers improving online courses and programs. 

Methods

This study used the following steps to complete the systematic review: 1) database selection, 2) keyword search, 3) abstract review, and 4) full-text review. The selected databases were Academic Research Premier, PsyINFO, CINAHL with Full Text, and SocINDEX with Full Text. During September and October 2016, a total 954 publications were retrieved. The keywords used were online course, cyberlearning, hybrid course, distance learning, course evaluation, and social work education. Both researchers reviewed all titles and abstracts using the following inclusion criteria: 1) full texts, 2) articles published in peer-reviewed academic journals, 3) published within last 20 years (1995 – 2016), and 4) published in the U.S.  A total 49 articles matched the inclusion criteria for a full-text review. Both researchers reviewed those articles independently and selected 45 articles for the study.

Results

This review revealed that the majority of studies were empirical, and were conducted to evaluate online courses in MSW programs. Approximately half of the studies (n=22) were evaluation studies to assess the effectiveness of online courses. Only one study was an evaluation of an entire online BSW, MSW, and doctoral program. Nine studies (40%) employed quasi-experimental design and collected quantitative data such as students’ outcomes and satisfaction, quantitatively. These studies reported no significant differences in social work students’ accomplishments between online courses and in-class courses. Inconsistent results of student outcomes in 3 research methods courses were found. In addition, the studies suggested useful technological tools such as discussion boards and PowerPoint presentations to enhance collaborative online learning environments and interaction with instructors. No qualitative evaluation was found.

Conclusion and Implication

This systematic review suggests that a collaborative environment is most important for ensuring students’ success in online courses.  For better understanding, a quasi-experimental design with compatible sections of online courses is suggested to examine the effectiveness of such courses. Information collected from additional qualitative research studies would contribute to the knowledge on improving learning experiences among students. Future research should be conducted to evaluate using a variety of outcome variables measuring students’ competences.