caa a22 4500 606211799 CHVBK 20210128101039.0 cr unu---uuuuu 210128e20150601xx s 000 0 eng 10.1007/s10615-014-0508-z doi (NATIONALLICENCE)springer-10.1007/s10615-014-0508-z Jones Sally Texas State University School of Social Work, 601 University Drive, 78666, San Marcos, TX, USA aut Benefits and Challenges of Online Education for Clinical Social Work: Three Examples [Elektronische Daten] [Sally Jones] As growing numbers of social work programs offer online delivery of course content, the positive aspects described in the literature, such as student access and flexibility, as well as concerns about quality, instructor/student relationships, and academic honesty of students, need to be examined as they relate to clinical social work education (Pelech et al. 2013; Reamer 2013). Three examples of fully online courses offered to clinical social work students by an experienced clinician and online instructor are examined in the context of the benefits and challenges put forth in the literature. A foundation interviewing course, diagnostic assessment course, and course on social work with older adults with a service-learning component are described in terms of quality, comparison to face-to-face courses, advantages, and disadvantages. These examples illustrate that online courses which are strategically and rigorously developed are comparable to face-to-face courses in many ways, including activities, assignments, assessments, outcomes, student quality, and methods of addressing academic dishonesty. Yet, differences exist in quality and quantity of interaction and skill development. Methods of ensuring quality are explored, including intense instructor presence, real time meetings online, and well-formulated discussion questions that require students to interact with the material and each other in ways that are potentially more demanding and engaging than courses taught face-to-face. Further challenges of technology, class size and requirement of additional faculty time are discussed, as well as clinical content that is currently more appropriately taught with a face-to-face component. Springer Science+Business Media New York, 2014 Online education nationallicence Social work nationallicence Clinical practice nationallicence Direct practice nationallicence Clinical Social Work Journal Springer US; http://www.springer-ny.com 43/2(2015-06-01), 225-235 0091-1674 43:2<225 2015 43 10615 https://doi.org/10.1007/s10615-014-0508-z text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s10615-014-0508-z text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Jones Sally Texas State University School of Social Work, 601 University Drive, 78666, San Marcos, TX, USA aut NATIONALLICENCE 773 0- Clinical Social Work Journal Springer US; http://www.springer-ny.com 43/2(2015-06-01), 225-235 0091-1674 43:2<225 2015 43 10615