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Abstract
This study compared learning objectives achieved in hybrid/online social work courses through MSW student use of avatars and virtual communities (n = 25) to those achieved in a traditional course (n = 22). Learning outcomes were compared through students' reflections on “cocktail party” exercises occurring either in virtual communities or in class. The potential for and barriers to successful implementation of virtual communities in social work education are discussed. In summary, virtual communities and avatars present a vital opportunity for individuals to experience different perspectives, which, in turn, can nurture culturally competent skill building.
Notes
*p < .05. **p < .01.
