CONSIDERING CONSTRUCT VALIDITY IN DISTANCE EDUCATIONAL RESEARCH IN SOCIAL WORK EDUCATION: SUGGESTIONS FOR A MULTIVARIATE APPROACH TO RESEARCHING EFFICACY

References

• Auditory Learners. (2000). Characteristics of auditory learners. Retrieved from http://www2.yk.psu.edu/learncenter/acskills/auditory.html
   Google Scholar
• Ayala, J. S. (2009). Blended learning as a new approach to social work education. Journal of Social Work Education, 45, 277–288.
   Google Scholar
• Barnett-Queen T., Blair, R., & Merrick, M. (2005). Student perspectives of online discussions: Strengths and weaknesses. Journal of Technology in Human Services, 23(3), 229–244.
   Google Scholar
• Bawane, J., & Spector, M. (2009). Prioritization of online instructor roles: Implications for competency-based teacher education programs. Distance Education, 30(3), 383–397.
   Google Scholar
• Bellefeuille, G. L. (2006). Rethinking reflective practice education in social work education: A blended constructivist and objectivist instructional design strategy for a Web-based child welfare practice course. Journal of Social Work Education, 4, 85–103.
   Google Scholar
• Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., . . . Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379–439.
   Google Scholar
• Biggerstaff, M. A. (2005). Social work ethics online: Reflective learning. Journal of Technology in Human Services, 23(3), 245–257.
   Google Scholar
• Biner, P., Barone, N., Welsh, K., & Dean, R. (1997). Relative academic performance and its relation to facet and overall satisfaction with interactive telecourses. Distance Education, 18(2), 318–326.
   Google Scholar
• Bruffee, K. A. (1999). Collaborative learning: Higher education, interdependence, and the authority of knowledge (2nd ed.). Baltimore, MD: Johns Hopkins University Press.
   Google Scholar
• Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Boston, MA: Houghton Mifflin.
   Google Scholar
• Coe, J. A. R., & Elliott, D. (1999). An evaluation of teaching direct practice courses in a distance education program for rural settings. Journal of Social Work Education, 35, 353–365.
   Google Scholar
• Coe, J. A. R., & Youn, E. J., (2008). Past, present, and future trends in teaching clinical skills through Web-based learning environments. Journal of Social Work Education, 44, 95–115.
   Google Scholar
• Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52(4), 281–302. doi:10.1037/h0040957
   Google Scholar
• Faux, T., & Black-Hughes, C. (2000). A comparison of using the Internet versus lectures to teach social work history. Research on Social Work Practice, 10, 454–466.
   Google Scholar
• Ferman, T. Burkett, I., & Hooper, M. (2003). The value of online communication: Findings from a community development course. Australian Journal of Adult Learning, 43(1), 115–131.
   Google Scholar
• Fosnot, C. T. (1996). Constructivism: Theory, perspectives, and practice. New York, NY: Teach ers College Press.
   Google Scholar
• Frey, A., Faul, A., & Yankelov, P. (2003). Student perceptions of Web-assisted teaching strategies. Journal of Social Work Education, 39, 443–457.
   Google Scholar
• Haga, M., & Heitkamp, T. (2000). Bringing social work education to the prairie. Journal of Social Work Education, 36, 309–324.
   Google Scholar
• Hake, R. (2008). Can distance and classroom learning be increased? International Journal for the Scholarship of Teaching and Learning, 2(1). Retrieved from http://academics.georgiasouthern.edu/ijsotl/v2n1/essays_about_sotl/hake/Article_Hake.pdf
   Google Scholar
• Hisle-Gorman, E., & Zuravin, S. (2006). Teaching social work research: A comparison of Web-based and in-class lecture methods. Journal of Technology in Human Services, 24(4), 77–92.
   Google Scholar
• Hopson, R. (2000). How and why language matters in evaluation. New Directions for Evaluation, 86, 1–115.
   Google Scholar
• Hylton, M. E. (2007). Facilitating online learning communities: A comparison of two discussion facilitation techniques. Journal of Technology in Human Services, 25(4), 63–78.
   Google Scholar
• Kekkonen-Moneta, S., & Moneta, G. (2002). ELearning in Hong Kong: Comparing learning outcomes in online multimedia and lecture versions of an introductory computing course. British Journal of Educational Technology, 33(4), 423–433.
   Google Scholar
• Kelly, R. (2009). Instructor's personality: An essential online course component. Retrieved from http://www.vcu.edu/cte/resources/newsletters_archive/OC0901.pdf
   Google Scholar
• Moore, B. (2005). Faculty perceptions of the effectiveness of Web-based instruction in social work education: A national study. Journal of Technology in Human Services, 23(1/2), 53–66.
   Google Scholar
• Nelson Laird, T., Shoup, R., Kuh, G., & Schwarz, M. (2008). The effects of discipline on deep approaches to student learning and college outcomes. Research in Higher Education, 49(6), 469–494.
   Google Scholar
• No Significant Difference. (2009). The no significant difference phenomenon. Retrieved from http://nosignificantdifference.wcet.info/index.asp
   Google Scholar
• O'Leary-Kelly, S. W., & Vokurka, R. (1998). The empirical assessment of construct validity. Journal of Operations Management, 16(4), 383.
   Google Scholar
• Pedhazur, E. J., & Schmelkin, L. P. (1991). Measurement, design, and analysis : An integrated approach. Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Phipps, R., & Merisotis, J. (1999). What's the difference? A review of contemporary research on the effectiveness of distance learning in higher education. Washington, DC: Institute for Higher Education Policy.
   Google Scholar
• Potts, M. K., & Hagan, C. B. (2000). Going the distance: Using systems theory to design, implement, and evaluate a distance education program. Journal of Social Work Education, 36, 131–145.
   Google Scholar
• Quinn, A., Coe Regan, J., & Schoech, D. (2008). Online synchronous audio and video environments for education, training, and human service delivery: A review of three products. Journal of Technology and Human Services, 26(1), 89–104.
   Google Scholar
• Rabe-Hemp, C., Woollen, S., & Humiston, G. S. (2009). A comparative analysis of student engagement, learning, and satisfaction in lecture hall and online learning settings. Quarterly Review of Distance Education, 10(2), 207–218.
   Google Scholar
• Rice-Green, J., & Dumbrill, G. (2005). A child welfare course for aboriginal and nonaboriginal students: Pedagogical and technical challenges. Journal of Technology in Human Services, 23(3), 167–181.
   Google Scholar
• Rubin, A. (2010). Statistics for evidence-based practice and evaluation (2nd ed.). Belmont, CA: Brooks/Cole.
   Google Scholar
• Rubin, A., & Babbie, E. R. (2008). Research methods for social work (6th ed.). Belmont, CA: Brooks/Cole.
   Google Scholar
• Rulon, P. J. (1948). The criterion. Proceedings of the Conference on Testing Problems, Educational Testing Service, 32–34.
   Google Scholar
• Schumacker, R. E., & Lomax, R. G. (1996). A beginner's guide to structural equation modeling. Mahwah, NJ: L. Erlbaum Associates.
   Google Scholar
• Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston, MA: Houghton Mifflin.
   Google Scholar
• Shea, P., Li, C. S., Swan, K., & Pickett, A. (2005). Developing learning community in online asynchronous college courses: The role of teaching presence. Journal of Asynchronous Learning Networks, 9(4), 59–82.
   Google Scholar
• Stocks, J., & Freddolino, P. (1998). Evaluation of a world wide web-based graduate social work research methods course. Computers in Human Services, 15(2), 51–69.
   Google Scholar
• Stocks, J., & Freddolino, P. (2000). Enhancing computer-mediated teaching through interactivity: The second iteration of a world wide Web-based graduate social work course. Research on Social Work Practice, 10(4), 505–518.
   Google Scholar
• Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston, MA: Allyn & Bacon.
   Google Scholar
• Thurstone, L. L. (1948). Psychological implications of factor analysis. American Psychologist, 3, 402–408.
   Google Scholar
• Vernon, R., Vakalahi, H., Pierce, D., Pittman-Munke, P., & Adkins, L. F. (2009). Distance education programs in social work: Current and emerging trends. Journal of Social Work Education, 45, 263–276.
   Google Scholar
• Wernet, S. P., Olliges, R. H., & Delicath, T. A. (2000). Postcourse evaluations of Web CT (Web course tools) classes by social work students. Research on Social Work Practice, 10, 487–504.
   Google Scholar
• Westhuis, D., Ouellette, P. M., & Pfahler, C. L. (2006). A comparative analysis of on line and classroom-based instructional for mats for teaching social work research. Advances in Social Work, 7, 74–88.
   Google Scholar
• Wilke, D., & Vinton, L. (2006). Evaluation of the first Web-based advanced standing MSW program. Journal of Social Work Education, 42, 607.
   Google Scholar
• Woehle, R., & Quinn, A. (2009). An experiment comparing HBSE graduate social work classes: Face-to-face and at a distance. Journal of Teaching in Social Work, 29(4), 418–430.
   Google Scholar
• York, R. O. (2008). Comparing three modes of instruction in a graduate social work program. Journal of Social Work Education, 44, 157–172.
   Google Scholar
• Zhao, Y., Lei, J., Yan, B., Lai, C., & Tan, H. S. (2005). What makes the difference? A practical analysis of research on the effectiveness of distance education. Teachers College Record, 107(8), 1836–1884.
   Google Scholar