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ABSTRACT
Given the growing prevalence of technology-based instruction, social work faculty need a clear understanding of the strengths and limitations of these methods. We systematically examined the evidence for technology-based instruction in social work education. Using comprehensive and rigorous methods, 38 articles were included in the review. Of these, 23 employed Web-based strategies, 12 employed interactive television-based strategies, and three combined both methods. Among the studies, there was a wide range of samples, content areas, measures, and data analyses. Results found that 84.2% of the studies reported that technology-based pedagogical methods produced academic outcomes equivalent or superior to traditional methods. Despite limitations, this body of evidence supports the continued use of technology in social work education as an alternative to classroom education. Future directions include the need for higher quality research and further investigations of specific issues relating to content, student subpopulations, and measures.
Funding
This research was supported by funding from the University of North Carolina at Chapel Hill School of Social Work.
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Notes on contributors
Christopher J. Wretman
Christopher J. Wretman is a doctoral student and research assistant and Rebecca J. Macy is the L. Richardson Preyer Distinguished Chair for Strengthening Families Professor at the University of North Carolina at Chapel Hill.
Rebecca J. Macy
Christopher J. Wretman is a doctoral student and research assistant and Rebecca J. Macy is the L. Richardson Preyer Distinguished Chair for Strengthening Families Professor at the University of North Carolina at Chapel Hill.