Online MSW Prospective Student Survey Results

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1 Part 1: Demographic Information Online MSW Prospective Student Survey Results In August 2014 a survey of prospective students was conducted to explore interest in an online or hybrid MSW Program and to gather input regarding possible models and features of such a program. Surveys were disseminated to social service agency employees through the Central Region Partnership of Mental Health Directors and through the Central California Area Social Services Consortium (Child Welfare Directors). A total of 192 surveys were returned from the Mental Health (MH) Partnership distribution and 154 from the Social Services (SS) Consortium distribution. The vast majority of survey respondents (89.6% from the MH Partnership survey distribution and 92.2% from the SS Consortium distribution) were currently employed in a social service agency. A small number from each group (14.0% & 7.8%, respectively) volunteered in an agency. The types of agencies respondents worked in varied by survey population. Importantly, no statistically significant differences were found on the answers to any of the survey questions based on survey population or on type of agency/area of practice where respondents were employed. Participants employment/practice areas are noted in Table 1. Table 1: Participants Employment Areas Agency Type MH Partnership SS Consortium Combined (N = 346) survey (n = 192) survey (n = 154) % % n % Behavioral Health Health/Hospital Forensics/Jail/Prison Child Welfare Education Other The geographic location of the sample groups also varied. Respondents to the MH Partnership survey were from a total 12 counties. Respondents to the SS Consortium survey were also from 12 counties, but not the same 12. When all responses were included, at least one participant from 20 different counties had completed a survey. The largest portions of responses from the MH Partnership survey group included 29% from Stanislaus County, 25% from Sacramento County, and 25% from Placer County. The SS Consortium survey group, alternatively, included 28% from Merced County, 24% from Kern County, 14% from Stanislaus County, 12% from San Joaquin County, and 8% from Calaveras County. Again, responses did not significantly vary based on participant group or on county location. 1

2 Part 2: Survey Content Areas Prospective Student Survey content areas included questions related to computer skills, online learning, availability and scheduling of the program, field internships, financial needs, language skills, future practice interests, and interest in applying to an online/hybrid MSW Program. Survey results are presented for each of these content areas. Results from both samples were remarkably consistent. Therefore, information from both samples is presented in aggregate although separate response categories are included on some items as needed to better clarify results. Computer Skills/Readiness: Results indicated that participants had the computer based skills necessary to take on online course. Over 90% in both survey groups indicated they were familiar with the web, were able to download from the web, and could access the web at least 3 times per week. Nearly three quarters (72% of the MH Partnership group and 70% of the SS Consortium group) had taken an online class before. Participants were asked to rate their computer skill capabilities related to 6 specific items on a 1 5 Likert scale, with 1 being not capable and 5 being very capable. Mean scores (averages) for all respondents in both survey groups were very high. The lowest mean score on any single item was on using discussion boards and chat rooms, with a mean of 4.4 and 4.5 for the 2 groups, respectively. The highest in both groups was related to using standard computer software. Mean scores were 4.7 and 4.6, respectively. Online Learning: Participants were asked to respond to their level of agreement with a series of items related to reasons for being interested and needs related to taking online courses. Three quarters of the participants indicated that they agreed or strongly agreed that their personal and work schedule (77.1%) and the need for flexibility regarding when to complete classwork (74.0%) were reasons they preferred online courses. Almost two thirds (63.9%) reported they preferred online courses because of the difficulty going to campus and nearly half (43.6%) indicated they preferred online because of their geographic distance from a campus. Half (50.9%) agreed that they could not get an MSW degree without access to an online/hybrid program, and 80.6% indicated they were willing to learn online. Availability: Participants were asked a series of questions related to their availability in terms of when they could travel to campus (for face to face portions of hybrid courses) and when they could be available for scheduled online course sessions (for synchronous portions of courses). They were also asked about their preferences related to the length of academic sessions, the length of the program, and number of courses taken simultaneously. All questions were answered on a 5 point Likert scale ranging from strongly disagree to strongly agree. Don t know and Not applicable answer choices were also available. For ease of presentation, strongly disagree and disagree answers were combined into a single disagree category and strongly agree and agree were combined into a single agree category. The percent of respondents agreeing and disagreeing with each item is provided in Table 2. 2

3 Table 2: Availability Item % Disagreeing % Agreeing When can you travel to campus? Evenings Weekends Weekends per Semester Saturday per Month I can attend a 2 day on campus orientation When can you participate in synchronous online classes? WeekDAY evenings WeekEND evenings WeekDAYs during the day WeekENDs during the day Academic session/program length: I can take 2 classes every 8 weeks I can take 2 3 classes during 16 week semesters I PREFER 8 week courses I PREFER 16 week semester courses I PREFER a 2 year program with year round classes I PREFER a 3 year program with summers off Results indicated that respondents preferred weekends for traveling to campus over weekday evenings, with nearly two thirds agreeing they could travel to campus on weekends (65%) as compared well under half (44.8%) on evenings. The most preferred schedule for on campus courses was 1 Saturday per month, with over three quarters (76.9%) agreeing they could attend campus courses on that schedule. Alternatively, evening was preferred for any synchronous online course sessions. Two thirds (67.6%) of participants agreed they could complete evening synchronous sessions compared to just over half (58.7%) for weekend daytime and less than one quarter (23.7%) for weekdays during the daytime. In terms of academic sessions, results were very similar regarding the number of courses individuals believed they could take at a time (2 or 3 classes). There was a clear preference for the accelerated sessions, however, with 57.8% preferring 8 week courses and 30.3% preferring 16 week courses. Similarly, 62.1% preferred a 2 year program with year round classes compared to 35% who preferred a 3 year program with summers off. Field Placement: Participants were asked to record their level of agreement with a series of statements about the field internships component of an online/hybrid MSW program. The primary intent was to gather participants opinions about 2 different field placement models a summer block placement model and a traditional academic year model. Results were quite varied in regard to participants responses related to the scheduling of field placements. Results are presented in Table 3. Note that neutral and don t know responses are also reported as those responses made up a significant portion of the results. A slightly higher percentage of 3

4 respondents indicated they were willing to complete academic year internships (42.5%) than summer block placements (35.8%), and results indicate a slight preference for traditional academic year placements (38.7%) compared to summer block placements (33.2%). It is important to note that neutral and don t know responses made up a full quarter of the responses to all questions related to field internships, however, indicating the need for caution in interpreting the results. Table 3: Field Placement Item % Disagreeing % Neutral % Agreeing % Don t Know I can travel up to 50 miles for my field placement I am WILLING to complete two 3 month long, full time summer internships. I am WILLING to complete two August May, 2 3 day per week, internships along with my coursework. If I could choose, I would PREFER full time summer block internships (without other simultaneous classes). If I could choose, I would PREFER August May part time internships (with other simultaneous classes) Financial Needs: Participants were asked a series of questions about their financial circumstances related to enrolling in an MSW Program. Two thirds of respondents indicated they would need financial assistance in the form of scholarships/stipends (65.3%) or student loans/financial aid (63.9%). Only 15.9% indicated they would NOT need financial assistance to complete an MSW Program. Very few (8.7%) indicated that they thought their employers would support them financially, although over a third (37.9%) said they did not know if their employers would support them. Alternatively, a quarter of respondents (25.1%) indicated they believed their employer would support them with flex time or time off. Also, one third (33.5%) did not know if their employers would allow them flex time or time off. Language: Participants were asked about their language skills. Overall, approximately one quarter of respondents indicated they were bilingual. The two sample groups differed, however, in terms of their language skills. Results indicated that the SS Consortium sample had more bilingual individuals than the MH Partnership sample. The percentage answering each language question affirmatively from each sample group is included in Table 4. 4

5 Table 4: Language Question % MH Partnership sample (n=192) % SS Consortium sample (n=154) Are you bilingual (speak a language other than English)? Are you fluent (speaking, reading, & writing) in a language other than English? Do you expect to do social work practice in a language other than English? Are you interested in an online program that features bilingual and bicultural SW courses? Are you fluent (speaking, reading, & writing) in Spanish? Future Interests: Participants were asked to indicate their future ambitions in the profession of social work. Results were remarkably consistent for both samples with the single exception of the SS Consortium sample group being more interested in Administration (37.7%) than the MH Partnership sample group (26.9%). The most common answer among all participants was Direct Practice, with over 60% of both sample groups reporting this interest area. Table 5 provides the percentage of respondents reporting interest in each practice area. Table 5: Future Interests Practice Area % MH Partnership sample (n=192) % SS Consortium sample (n=154) Direct Practice Leadership Community based Government or Legislative Office Administration Other Interest in Applying to Online MSW Program: All participants were asked about their interest in applying to an online/hybrid MSW Program. Results indicate strong interest, with 65.0% (n=225) of respondents indicating they would be interested in applying. Additionally, 47.1% (n=163) indicated that they knew other people in the agency where they worked who would be interested in an online MSW Program and 45.1% (n=156) indicated they knew others in their communities who would be interested. 5

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