Introducing Students to Computer-Based Group Work Practice

Abstract

Given the increasing use of technology for linking individuals and groups, it is imperative that educators consider how to teach students about the potential of computers for conducting social group work practice. This article describes the design, implementation, and evaluation of a class session aimed at increasing the comfort and competence of students with computer-based client and task groups. The session was centered on a simulation of a computer group, supplemented with lecture, class discussion, and readings. Results indicated that this combination of experiential and cognitive instruction increased students’ knowledge, comfort, and likelihood of using computer groups.

Additional information

Notes on contributors

Maeda J. Galinsky

The authors wish to thank the student participants, research assistants, Melissa Hafner and Kristin Harlow, the staff of the Center for Instructional Technology at the University of North Carolina at Chapel Hill, and the staff of the UNC-Chapel Hill School of Social Work Computer Information Technology Unit for their help in implementing this project. Thanks also to Ann Nichols-Casebolt, associate dean of the Virginia Commonwealth University School of Social Work, for her invaluable comments on the manuscript.