Technology for Social Good: Exploring the Reach of Virtual Education to Rural Communities

Background and Purpose:

In January 2016, the American Academy of Social Work and Social Welfare launched a call to action for Social Work to respond to 12 Grand Challenges over the next decade. One way the profession approaches the Grand Challenges is to embed them into the curriculum delivered in schools of social work. Therefore, students enrolled in ground, hybrid and virtual programs receive education on the Grand Challenges and exposure to strategies that respond to them.

Despite a robust literature examining multiple facets of virtual education in social work, limited attention is given to the opportunities that technology provides for building a skilled workforce in geographically hard-to-reach locations. Research suggests that individuals often maintain residence in the communities in which they attend graduate school; thus, technology provides a gateway to reach and train social workers embedded in communities that may experience unique challenges and service barriers. This study explores the reach of virtual education to non-urban students and the experiences of these students.

Methods:

A cross-sectional case study using nonprobability sampling examined the reach of the USC Suzanne Dworak-Peck School of Social Work Virtual Academic Center (VAC) to non-urban communities and explored rural student experiences. Records review informed the geographic location of one cohort of students entering a community-based field placement during the Fall 2016 semester. An anonymous 15-item mixed-method survey was electronically distributed to students from those identified as living in non-urban areas.

Findings:

 

395 VAC students entered their community-based placement in Fall 2016. 36% of these students (N=141) reside in rural communities, per US Census standards.  This is double the national average for rural representation in education, suggesting that USC’s virtual program responds to an existing need of individuals living in rural areas.

26 of these 141 students responded to an electronic survey, a response rate of 18%. These students primarily represent the NE (42%) and NW (35%) Regions of the United States, with 62% identifying their community as rural. Students report selecting USC’s virtual MSW program because of its accessibility, flexibility, curriculum and reputation. Only two students reported no other local options. 71% of the respondents intend to remain in their local community after graduation.

Despite living far distances from Los Angeles, 46% feel connected to the USC Community. One third feel that their personal and community diversity demographics are reflected in classroom materials and discussion. Those feeling differently report that learning materials reflect an urban settings or liberal politics. 83% feel comfortable expressing their points of view in the classroom and 79% in their field placements.  

Results/Implications:

The number of students from rural designated communities enrolled in the VAC implies that USC Work is fulfilling a need which would otherwise not be met by traditional brick and mortar facilities. The students are accessing information, training and addressing Grand Challenges in the hardest-to-reach areas of the nation. Future implications beyond the Grand Challenges could allow for virtual education to continue to access students in rural communities; however, with a greater emphasis on rural social work practice.