Effects of Interactive Multimedia Training on Knowledge, Attitudes, and Self-Efficacy of Social Work Students

@article{Cauble2000EffectsOI,
  title={Effects of Interactive Multimedia Training on Knowledge, Attitudes, and Self-Efficacy of Social Work Students},
  author={A. Elizabeth Cauble and Linda P. Thurston},
  journal={Research on Social Work Practice},
  year={2000},
  volume={10},
  pages={428 - 437}
}
Objective Building Family Foundations (BFF), an interactive multimedia (1M) training curriculum for child welfare workers, and its use with baccalaureate social work students is described. Students’ attitudes toward technology and multimedia, instructional efficacy, and knowledge acquisition were examined. Method Social work students viewed selected units from BFF and completed pretests and posttests using the BFF Competency Rating Scale (CRS), the Child Welfare Knowledge Assessment (CWKA), and… 

Tables from this paper

Teaching Diversity by Using Instructional Technology: Application of Self-Efficacy and Cultural Competence.
Purpose – This study examines the use of an instructional technology of utilizing the online forum as a tool for improving self‐efficacy related to cultural competency among social work graduate
Making It Real: Enhancing Curriculum Delivery Through the Use of Student-Generated Training Videos
ABSTRACT This article describes and critiques the creation of a student-centered, reality-based training video undertaken by students and faculty from the departments of social work and visual arts
Multimedia Learning and Social Work Education
The use of multimedia technology in social work education predates the web. Innovative social work educators have incorporated images, audio, and video into the curriculum to enrich and enliven
Self-Efficacy Regarding Social Work Competencies
Purpose: The need for psychometrically sound measurement approaches to social work educational outcomes assessment is increasing. Method: The research reported here describes an original and two
The effects of web‐assisted instruction in a social work research methods course
The objective of this paper is to report on the outcome evaluation of web‐assisted graduate foundation research courses in the summer research sequence of Kent School of Social Work, University of
Merlot Journal of Online Learning and Teaching Instructional Strategies: What Do Online Students Prefer?
This study examined student opinions and preferences regarding the impact of six varied instructional strategies in an online graduate curriculum course. The primary research questions were 1) Which
Assessing BSW Student Direct Practice Skill Using Standardized Clients and Self-Efficacy Theory
Entering and exiting BSW students were compared on self-efficacy and on direct practice skill performance with a standardized client. Self-efficacy was tested as a predictor and as a mediator of
Effects of multimedia on cognitive load, self-efficacy, and multiple rule-based problem solving
TLDR
The findings indicate that providing learners with manipulative function in multimedia would facilitate their problem solving through reduced cognitive load and improved self-efficacy.
Instructional Strategies: What Do Online Students Prefer?
TLDR
Results indicated that students preferred independent, passive modes of instruction in online courses because of ease, convenience, and comfort level, and university professors not assume one instructional strategy fits all.
Strategies for enhancing online teaching in social work education
ABSTRACT In response to the growing importance of online education in social work education, this article describes the context of online teaching and learning in social work education. Online
...
1
2
3
4
5
...

References

SHOWING 1-10 OF 22 REFERENCES
Empowering Teachers with Strategies for Efficient Learning and Functioning through Video-Assisted Staff Development
This article describes a video-assisted staff development program that can be delivered at the building or district level. This report includes: (a) a critical perspective of staff development
Evaluating Distance Learning in Social Work Education: A Replication Study
Fifty-seven MSW students enrolled in two different practice courses were exposed to approximately equal amounts (five 4-hour sessions) of live, in-class instruction and two-way interactive televised
Using Computers to Teach Practice Skills
Over the past decade, the use of computer technology has grown in both social work practice and social work education. Symposia (Geiss & Viswanathan, 1986), conferences (LaMendola, Glastonbury, &
Hypermedia Computer-Based Education in Social Work Education.
TLDR
Examples of current and potential applications in social work education demonstrate that hypermedia CBE can emulate the dynamic, iterative learning process of knowledge acquisition, knowledge testing, and content integration through practice simulation.
Computer-Based Instruction In Social Policy: A One-Year Trial
Abstract This paper describes the use of computer-based lessons as an adjunct to classroom teaching for a course in social policy, and shows how the computer was used to meet the common problems of
Using the Computer to Teach and Learn Social Policy
Summary This is a report of applications of computer-assisted instruction of social welfare policy content and computer simulations of social welfare policy processes. The applications were carried
Evaluating distancelearning in social work education: A replication
  • study, Journal of Social Work Education,
  • 1998
Usinginteractive multimedia to address ruralsocialworkeducation needs
  • 1996
Usinginteractive multimedia to address ruralsocialworkeducation needs.In Reck,E. T.(Ed.),Tulane StudiesinSocialWelfare, 20, 28-39.NewOrleans, LA:TulaneSchoolof SocialWork
  • 1996
The useof videoandone-way broadcasttechnologytodelivercontinuing socialworkeducation: Acomparative assessment ofstudentlearning
  • Journalof Continuing Social Work Education,
  • 1995
...
1
2
3
...