Innovating Practices to Prepare Students for Graduate School: Lessons From a Social Work MOOC

ABSTRACT

This article describes the implementation of a massive open online course (MOOC) developed by a school of social work and piloted in the incoming 2016 MSW class (N=397). Using implementation science as a framework, we describe the MOOC as an intervention for preparing students for graduate school and share findings from the pilot evaluation. We argue that MOOCs can represent an innovative approach for other schools of social work, but our lessons learned suggest that they also require resources, time investment, organizational support, and understanding of the implications for students and the school. Future questions for research include examining the long-term benefits of MOOCs to students, their broader application, and the cost-benefit analysis for schools interested in developing MOOCs.

Additional information

Notes on contributors

Katie Richards-Schuster

Katie Richards-Schuster is assistant professor,

Mary Ruffolo

Mary Ruffolo is collegiate professor, and

Barbara Hiltz

Barbara Hiltz is clinical assistant professor at University of Michigan.