JournalFall2006 263 Journal of Social Work Education, Vol. 45, No. 2 (Spring/Summer). Copyright © 2009, Council on Social Work Education, Inc. All rights reserved. DISTANCE EDUCATION PROGRAMS IN SOCIAL WORK: CURRENT AND EMERGING TRENDS feW cAn deny the importance of distance- supported learning in higher education today. colleges and universities are commonly offering courses— and complete degrees— through media such as Web- based online courses, two- way television, and a host of ancillary technol - ogies. Institutional investments in course man - agement programs such as Blackboard/WebcT are extensive. As a result, the ability to support distance education programs has be come com- monplace within social work education. A decade ago, a seminal study by Siegel, Jennings, conklin, and napoletano flynn (1998) examined the status of distance learn- ing in social work and foreshadowed the emergence of distance education as a viable medium for delivering accredited education. Serious efforts to promote online degree pro- grams have evolved since that time (Abels, 2005; Beaulaurier, 2005; Mcfadden, Moore, Herie, & Schoech, 2005). Literature Review In terms of student learning and satisfaction, distance education courses have been found to be comparable to traditional classroom courses (Schoech & Helton, 2001). Rafferty and Waldman (2006) reiterated the need for social workers to stay abreast of communica- tion technologies that support virtual contact Robert Vernon Indiana University Halaevalu Vakalahi George Mason University Dean Pierce Council on Social Work Education Peggy Pittman- Munke Murray State University Lynn Frantz Adkins Bethany College This article reports on current and emerging trends in the use of distance edu- cation technologies in social work education. Areas studied include the extent of distance education programs, curricular areas covered, technologies used, pedagogical approaches, intentions for degree- program development, sources of pressure to adopt distance education technologies, and policy issues. Results are given for BSW and MSW programs. iOc b iOcJS9SS-Vernon-3ff:JournalFall2006 Fri/October/2/2009 Fri/Oct/2/2009/ 10:46 AM Page 263 264 JOURNAL OF SOCIAL WORK EDUCATION and practice. distance education has become a critical method of delivering social work edu- cation because it has opened access to educa- tion for many people, including those in rural areas and in under- served communities, those who are far along in their careers, and those who are financially strained. Social work courses that incorporate current technologies can offer new possibilities for teaching and learning. Recent developments include degree programs that are accredited by the council on Social Work education (cSWe) being delivered entirely via distance education. for example, the University of north dakota and Texas State University–San Marcos offer a complete MSW degree program online. florida State University offers an advanced- standing MSW degree online. The Metropol - itan State college of denver offers an online BSW degree. In canada, the social work facul- ty of the University of calgary offers a one- year MSW degree online. In one study, “online student” outcomes were comparable to the outcomes for “face- to–face” students in terms of knowledge and skills gained in class (Wilke & Vinton, 2006). Similarly, Bellefeuille (2006) found that technology can enhance the learning process particularly in relation to decision making, reflection, and critical thinking; that technolo- gy is an effective medium that facilitates a learner’s taking charge of his or her learning; and that distance education takes advantage of human and technologically based learning interactions that expand beyond student and faculty interactions. Likewise, Shibusawa, Vanesselstyn, & Oppenheim (2006) found that computer- mediated technology effectively facilitates the teaching of advanced clinical skills in working with couples. Also, in a study by Barnett- Queen, Blair, and Merrick (2005), students indicated that online discus- sions enhanced learning and created a more interactive learning environment. Conceptual Framework The design of this study was based on both social work ideals and several relevant theo- ries. As reflected in the existing literature, making resources available and accessible to under served and remote communities, including the resource of education, is a social work ideal to which technology has con- tributed extensively. for decades, distance education has linked individuals to social work degree programs. In these times of social worker shortage and economic strain, the increased need for developing social workers with cultural- or community- specific expert- ise has increased. This study is part of a larger mission to evaluate the current status of dis- tance education as an option for accessing social work degree programs. Theories of adult learning are relevant to this study (Herie, 2005; Knowles, 1980). constructs of adult learning theory state that adults are autonomous, self directed, and adults are goal oriented; when adults enroll in a course, they usually know what goal they want to attain; and adults are generally moti- vated to learn because of internal or intrinsic factors, not external or extrinsic forces (Knowles, 1980). These constructs reflect the types of students who choose to take courses that utilize various forms of distance learning technology. Today, students in professional education are likely to be both goal oriented and self directed, and distance education, iOc b iOcJS9SS-Vernon-3ff:JournalFall2006 Fri/October/2/2009 Fri/Oct/2/2009/ 10:46 AM Page 264 265DISTANCE EDUCATION PROGRAMS IN SOCIAL WORK especially Web- based education, suits the learning needs and temperaments of these students (Moore, 2005). Likewise, instructivist and constructivist theories are applicable to distance education. The instructivist perspective is useful in pre- senting Web- based on- demand didactic con- tent through lectures and Web sites, and test- ing through quizzes and exams. The construc- tivist perspective (which holds that all knowl- edge is a socially mediated process) finds suit- able the use of threaded discussion boards and chatrooms in distance learning. The methods of distance education provide a com- paratively safe venue for both learners and instructors to move beyond their usual meth- ods of learning and teaching. Students who do not normally contribute in traditional classrooms may find it safe to contribute to the class through electronic posting (Graham, 1997; Moore, 2005). Methodology Given the sustained investments made by social work programs in distance education technologies over the past decade, the commission on Accreditation (cOA) of the council on Social Work education (cSWe) concluded that a survey of current trends within social work education was in order. The commission wanted to better understand the current state of the art of distance learning efforts, including intentions to offer programs that would award BSW and MSW degrees. cOA is charged with the oversight and man- agement of social work accreditation in the United States, and it wished to examine poli- cy positions that might need to be revised before the next educational policy and accred- itation standards are issued. during the reex- amination of the current educational Policy and Accreditation Standards (ePAS) (cSWe, 2001), this question should be explored: What issues, exactly, ought the commission— and the social work profession— to consider as more and more programs embrace distance education as an integral and viable form of instruction? cOA defined distance education as any means of delivering part or all of a course or courses online or through the Web, or through television or other media where students nei- ther meet physically as in the traditional class- room setting, nor meet simultaneously via one of the aforementioned distance education media. (The term distributed education is also in use; our survey treated them as synonyms.) The Survey Instrument cOA’s committee on Research and Instructional Technology (cRIT) surveyed 501 social work programs about their distance education efforts. The survey was distributed to a single contact (the chief administrator) at each institution with an accredited social work program to avoid over- reporting. Because the cOA wanted a complete picture of the efforts currently taking place in social work education, the cRIT determined to take a full census of programs, using the cSWe database. As of the february 2006 cOA meet- ing, there were 326 baccalaureate programs, 48 master’s programs, and 127 institutions with both a baccalaureate and a master’s pro- gram that were listed as accredited in the cSWe database. Using a Web- based survey administration mode allowed the cOA to con- tact every institution at relatively low cost. iOc b iOcJS9SS-Vernon-3ff:JournalFall2006 Fri/October/2/2009 Fri/Oct/2/2009/ 10:46 AM Page 265 266 JOURNAL OF SOCIAL WORK EDUCATION The survey instrument consisted of 18 ques- tions for baccalaureate and master’s programs and 23 questions for institutions with both pro- grams. The instrument included ques tions on the current use of distance education technology, intentions or plans to use such technology, and perception of the need for distance education. Those programs that reported “delivering,” “developing,” or “considering” distance educa- tion were asked to further specify the number of courses, course areas, format, and types of tech- nology being used or considered. Branching questions were used to guide programs to the appropriate questions. Two open- ended ques- tions were included for comments on experi- ences with distance education and issues the cOA should consider. Respon dents were also asked for demographic information. The survey was administered in May 2006 using Survey Monkey, an online survey administration platform. Participants were sent a survey invitation through a mass e- mail system (Mail Bomber) with a link to the Web survey included in the cover e- mail. Using the same system, an e- mail reminder was later sent to nonrespondents. Respondents’ Characteristics Of the 501 schools and programs that received the online survey, 137 (27%) responded. forty- three states and one territory were represent- ed. eighty- six responses (62%) were from BSW- only programs. Thirty- two (24%) were from institutions with both a BSW and a MSW program. nineteen (14%) were from institu- tions with MSW- only programs. This com- pared favorably with the characteristics of the industry as a whole: 65% of the 635 accredited programs at that time were BSW- only, 10% were MSW- only, and 25% were combined pro- grams (L. Weidekamp, personal communica- tion, March 11, 2005). The difference between the respondents and the actual distribution of accredited programs was not significant. (findings: degrees of freedom: 2; chi- square=1.85. for significance at the .05 level, chi- square should be greater than or equal to 5.99. The distribution is not significant; p is less than or equal to 1.) Of the 127 respondents who provided identifying information, 106 (83%) were deans and directors, 20 (16%) were faculty, and one (1%) was a staff member. Respondents were asked how long their programs had been engaged in distance education efforts; the mean was 3.7 years, with a range of 6 months to more than 10 years. Results Development Status: What Are Programs Doing? Respondents were asked about the current status of their distance education efforts. These were divided into four categories: pro- grams that were actively delivering devel- oped distance education courses, those that were developing them but not delivering any, those who were considering this but not active at the time, and programs who were not con- sidering distance education in any capacity. These data are summarized in Table 1. The number of programs that were actively engaged in distance education deliv- ery was surprising: 4 in 10 at the BSW level and half at the MSW level. These are well beyond the smaller numbers reported in the 1998 study, and attest to how common dis- iOc b iOcJS9SS-Vernon-3ff:JournalFall2006 Fri/October/2/2009 Fri/Oct/2/2009/ 10:46 AM Page 266 267DISTANCE EDUCATION PROGRAMS IN SOCIAL WORK tance courses are becoming (Siegel et al., 1998). Presumably some of the schools and programs that were already delivering cours- es were also developing them as well, so the “developing courses” numbers are probably underreported. Of note, the MSW programs appear to be substantially more active in developing courses than the BSW programs. Of these, 2 of 10 MSW and BSW programs are considering distance education courses, sug- gesting that development and delivery should increase in the future. If one combines the numbers and percent- ages for those programs that are currently delivering, developing, or contemplating dis- tance education, 71 BSW programs (61%) and 43 MSW programs (83%) were “open” to using technology to provide courses for their students. This suggests that programs in the main are less resistant to providing courses online than one might suppose. certainly this is well beyond the more conservative findings from a decade ago. Curriculum Areas: What Are Programs Teaching? The council on Social Work education speci- fies eight distinct content areas for study for both the BSW degree and the MSW foundation (cSWe, 2001). Respondents reported teaching 220 distance courses at the BSW level and 133 at the MSW level. The substantial majority of these courses were elective in nature, 77 (35%) for BSW programs and 60 (39%) for MSW pro- grams. In rank order, practice courses were the most prevalent in core curriculum offerings for both MSW and BSW courses. These data are summarized in Table 2. The prevalence of electives is certainly understandable. electives offer safe environ- ments where faculty and schools may acquire skills and experience without jeopardizing the core curriculum. More interesting, however, is the presence of practice courses at the top of both the BSW and MSW lists as courses offered via distance education. This is sub- stantially different from the findings reported by Siegel et al. (1998), where only policy and research courses were commonly so offered. Rather than seeing policy and research as pri- mary, online practice courses have become preeminent for the core curriculum. The areas of social and economic justice and populations at risk, diversity, and values and ethics are much lower in both rankings. This is not surprising as these areas are com- monly infused into the curriculum by most programs and seldom offered as courses in their own right. The “field” dimension re mains interesting. Perhaps the higher incidence of TABLE 1. Development Status by Program Degree BSW MSW Action n % n % delivering courses 48 41 27 52 developing courses 2 2 6 12 considering courses 21 18 10 19 not considering 45 39 19 17 iOc b iOcJS9SS-Vernon-3ff:JournalFall2006 Fri/October/2/2009 Fri/Oct/2/2009/ 10:46 AM Page 267 268 JOURNAL OF SOCIAL WORK EDUCATION online field courses and seminars for the MSW programs is an artifact of scale; MSW programs usually have more students than BSW programs and may find field liaison, supervision, and seminar duties more efficient when mediated online. This is a plausible explanation, but there remains need of further inquiry. These data strongly suggest that complete curricula for both degrees are currently avail- able online. A student could conceivably craft a complete course of study for either the BSW or the MSW degree from currently available offerings if there were greater agreement between institutions. We asked all of the respondents if they were considering cooper- ative degree programs with other universities and colleges. not one of the respondents reported that they were. At this time, online education may be viewed as a “place” or “site” by programs for their own students, and hence think of it as firmly located within the program or school. Thus, the industry is “siloed,” and collaboration between institu- tions is the exception rather than the rule. However, the potential certainly exists. What Technologies Are Being Used? distance education technologies have greatly expanded over the past decade. Schools and programs wishing to provide courses online have several choices. Some colleges and uni- versities have well- developed infrastructures that are television based. dedicated class- rooms with audiovisual capabilities between main and satellite locations are commonly used for “narrowcasting.” Internet- based pro- grams are also readily available. combina - TABLE 2. Courses Delivered via Distance Education BSW MSW Required Foundation Curriculum n % n % Practice 32 14.5 38 20.0 Policy and services 31 14.0 25 13.0 Human behavior and social environment 22 10.0 19 10.0 Research 15 7.0 22 11.0 diversity 14 6.0 6 3.0 Populations at risk/justice 10 4.5 5 2.5 field 10 4.5 17 9.0 Values and ethics 9 4.0 1 0.5 Subtotal, required courses 143 64.5 133 69.0 Elective Courses electives 77 35.0 60 31.0 Subtotal: elective courses 77 35.0 60 31.0 Total, all courses 220 99.5a 193 100 aPercentages do not add up to 100% because of rounding. iOc b iOcJS9SS-Vernon-3ff:JournalFall2006 Fri/October/2/2009 Fri/Oct/2/2009/ 10:46 AM Page 268 269DISTANCE EDUCATION PROGRAMS IN SOCIAL WORK tions of these media choices are certainly pos- sible for many schools. We asked the respon- dents to identify the predominate technology in use in their programs, and 43 BSW and 25 MSW programs responded. These data are summarized in Table 3. The Internet is clearly the industry leader in distributed social work education. Given how inexpensive Web and e- mail technology is in comparison with building and maintain- ing television facilities, this choice comes as no surprise. The larger proportion of televi- sion use by MSW programs (32% for MSWs and only 9% by BSWs) may be a function of scale. MSW programs tend to be in larger uni- versity settings that may have more capital assets for televised delivery and, more likely, a longer history of investing in technology. Pas - sive, one- way televised programs are virtual- ly nonexistent as a technology choice. BSW programs are more inclined than MSW pro- grams to use combinations of technologies. Pedagogy: Online and Virtual or Face- to- Face? The older narrowcast television technologies run in “real time,” or what is commonly known as synchronous mode. This results in class- rooms that are separated by distance but other- wise traditional in nature. yet through e- mail and many of the Web- based course manage- ment platforms available today, students and professors need not meet, even virtually, at the same time. Time- delayed instruction, known as asynchronous mode, is entirely possible for many programs. In addition, asynchronous classes may meet face- to- face or through nar- rowcasting in what are often termed hybrid courses. We asked programs if they were using distance education without face- to- face contact or if a face- to- face component was present. These data are summarized in Table 4. Social work educators and practitioners often describe themselves as “people persons” who value human encounters. This is an understandable ethos given the nature of our profession. yet more than a third of the BSW programs and a quarter of the MSW programs did not require a face- to- face experience as an integral component of coursework. Instead, these programs offered courses that were entirely online, without direct human contact. Future Plans What plans do programs have for using dis- tance learning technologies? considering cur- rent trends, it is safe to assume that the number of schools and programs that provide distance TABLE 3. Types of Technology Used to Deliver Courses BSW MSW Technology n % n % Internet/Web 31 72 14 56 Passive (one-way) TV 1 2 1 4 Active (two-way) TV 3 7 7 28 combined media 8 19 3 12 Total, all technologies 43 100 25 100 iOc b iOcJS9SS-Vernon-3ff:JournalFall2006 Fri/October/2/2009 Fri/Oct/2/2009/ 10:46 AM Page 269 270 JOURNAL OF SOCIAL WORK EDUCATION education courses will increase in the foresee- able future. yet to what extent? Programs may choose to offer only a smattering of elec- tives, for example, or move toward offering complete degree curricula. We asked our respondents about their future plans for dis- tance education. These data are summarized in Tables 5 and 6. The clear majority of social work pro- grams that responded in this study intend to offer at least part of the courses that are degree requirements through distance education. fifteen percent of the BSW programs and 21% of the MSW programs intend to offer com- plete degree programs. This is remarkable, given that only a decade ago programs were just beginning to explore the possibilities of distance education. Respondents were asked to identify the sources of pressure for adopting distance edu- cation. These are summarized in Table 7. Almost two thirds of the pressure to develop online courses comes from within institutions. This is understandable, given that many colleges and universities have made substantial investments in distance edu- cation infrastructure. Policy Issues Mindful that the cOA will have to evaluate distance education programs as they become available, we solicited qualitative responses concerning policy issues that should be con- sidered. Thirty- eight statements were ana- lyzed as event codes (Bogdan & Biklen, 2003) with the object of isolating specific themes. TABLE 4. Types of Pedagogy BSW MSW Pedagogy n % n % face-to-face plus technology-delivered (hybrid) 27 63 19 76 no face-to-face; only technology-delivered 16 37 6 24 Total, both pedagogies 43 100 25 100 TABLE 5. Extent of Offering Courses via Distance Education: BSW Programs BSW Extent of Offerings n % Only electives 12 19 Part of degree 41 66 complete degree 9 15 Total 62 100 iOc b iOcJS9SS-Vernon-3ff:JournalFall2006 Fri/October/2/2009 Fri/Oct/2/2009/ 10:46 AM Page 270 271DISTANCE EDUCATION PROGRAMS IN SOCIAL WORK each notation was reviewed and abstracted around its thematic contents. Three themes emerged from the data: (1) technological sup- port, (2) development time and resources, and (3) the teaching of practice courses online. Technological Support Seven respondents saw the need for techno- logical support as extremely important. One of the myths of distance education is that it is cheap and easy, but in reality the infrastruc- ture needed to provide and support courses “24-7-365” is rather daunting. following are typical statements reflecting this issue. • “The university’s technology needs upgrading! Based on evaluation of stu- dent outcomes, our distance education students do as well as their campus- based peers,” • “Technical problems with the TV system to multiple locations, and there is a need for supervision and monitoring of stu- dents and their behaviors in multiple locations.” Development Time and Resources Ten respondents emphasized the time needed for course development and the necessity of TABLE 6. Extent of Offering Courses via Distance Education: MSW Programs MSW Extent of Offerings n % Only electives 8 21 Part foundation year 11 29 complete foundation year 1 3 Part concentration year 9 23 complete concentration year 1 3 complete MSW degree 8 21 Total 38 100 TABLE 7. Sources of Pressure to Offer Distance Learning n % Internal, within the institution 37 33.0 Internal, within school or program 34 30.4 combination, multiple sources 24 21.4a Practice community 12 4.5a Total 112 100 aderived from “other” comments. iOc b iOcJS9SS-Vernon-3ff:JournalFall2006 Fri/October/2/2009 Fri/Oct/2/2009/ 10:46 AM Page 271 272 JOURNAL OF SOCIAL WORK EDUCATION having non- social- work consultation expert- ise available. Their stories chronicled the real- ity that there is a serious learning curve for developing courses, and that proficiency in distance education requires new skills that are not always directly transferable from the tra- ditional setting. Typical remarks included the following. • “The primary limit at the moment seems to be the faculty’s inexperience with using the technology, and faculty’s incomplete understanding of the most effective pedagogy for delivery of the material and of the interaction of the stu- dents with the material.” • “We enjoy great support from our univer- sity’s IT department, which makes design and implementation doable. We are working on evaluation rubrics for online course delivery and student learning out- comes.” • “This has been a very effective medium for delivering some of our courses and has been very helpful in reducing com- muting time for students. It has allowed us to offer a course that meets the needs of several campuses. Our university does extensive training and offers excellent ongoing support. no one can teach one of these courses without such training. We have been consistently evaluating which courses to have online.” A subtheme within this group directly mentioned workload, compensation, and ownership as significant issues. Typical re - marks included the following. • “We need to look at faculty workload. This is not only a lot of new course devel- opment but also very intensive contact with students one- on- one that takes up a lot of time.” • “The use of Web courses has been very limited and while the experience was pos- itive for the students, the faculty find it work- intensive to develop such courses with little support from the institution.” • “At our institution, a major issue that the university is grappling with is how to compensate faculty equitably for online course development and delivery. Intel - lectual property ownership is among the issues.” In addition, these colleagues cautioned that fiscal, technical, and professional re - sources are also needed to provide a high- quality distance education experience. Teaching Practice Courses Online The most interesting theme revolved around the question of providing practice courses online. Practice courses were the courses most commonly offered online out of the required curriculum. yet twenty- one separate com- ments insisted that practice should not be taught online. Typical comments follow. • “distance learning works best with courses that are primarily didactic; does not work well with practice.” • “We recognize the pitfalls of offering ‘skills’ courses solely through use of tech- nology and we are very aware that this is something we will not be doing. Students iOc b iOcJS9SS-Vernon-3ff:JournalFall2006 Fri/October/2/2009 Fri/Oct/2/2009/ 10:46 AM Page 272 273DISTANCE EDUCATION PROGRAMS IN SOCIAL WORK have expressed concerns about practice- oriented courses being offered only on - line and we have assured them that this will not happen.” • “This area needs to be studied and con- trolled. I do not believe that all courses should be online. I firmly believe practice courses should never be online.” • “Practice courses appear to present special considerations— how does the student demonstrate skills and attitudes on line?” One comment summarized this issue very directly. Social work as a profession utilizes and relies upon the use of self, self aware- ness, relationships, communication, and relationship building, to name a few. It is important that social workers develop and increase their skill levels in the aforementioned. Any method of instruction that may directly or indi- rectly compromise or eliminate the observation, supervision, and “human interaction” that I believe are critical for the development of social workers must be avoided in my opinion. The way in which students can relate to and work with others who may differ from themselves is an important part of social work education. Online instruction that does not include direct face- to- face interaction with others does not offer the level of preparation and “practice with individuals” that the profession requires for culturally competent practitioners. Thus, I think that there needs to be clear evidence that systematic observation of students is incorporated with the use of technol- ogy. In addition, I do not support online instruction for courses such as cultural competence, diversity, etc., or direct practice courses. The current ePAS specify recommended faculty–student ratios, the threshold number of faculty requisite for accreditation, and other resource issues. The characteristics and ade- quacy of personnel and infrastructure for sup- porting distance education may need to be added to the standards as significant accredi- tation dimensions. for example, MSW pro- grams must have a minimum of six full- time- equivalent (fTe) faculty. Just what constitutes a fTe faculty work load in the distance educa- tion environment? What if all six faculty members work from different states or coun- tries and never meet face to face? faculty competencies may also have to be examined. Workload, and its effect on faculty productiv- ity in other areas such as service and research, may need to be better understood in the next iteration of accreditation policy. How does one conduct a site visit when there is no site to visit? finally, a most important debate is emerg- ing: Should practice be taught in the distance education environment? This question reflects an undertone that is currently being informal- ly voiced in the profession on various elec- tronic mailing lists and at conferences. On the one hand, some factions insist that practice can only be effectively taught in the face- to- face environment, as this survey saw clearly iOc b iOcJS9SS-Vernon-3ff:JournalFall2006 Fri/October/2/2009 Fri/Oct/2/2009/ 10:46 AM Page 273 274 JOURNAL OF SOCIAL WORK EDUCATION in some respondents’ remarks. Other research, however, suggests that practice courses and field practica can be effectively incorporated into distance education, possibly mediated by occasional face- to- face meetings. (Ouellette, Westhuis, Marshall & chang, 2006; Siebert, Siebert & Spaulding- Givens, 2006; Wilke & Vinton, 2006). Discussion Several limitations must be kept in mind con- cerning this study. first, only about one in four schools or programs (27%) surveyed responded, and there is no information con- cerning those who chose not to respond. It is possible that only stakeholders or those with an agenda chose to reply. We suspect that pro- grams that are either in favor of distance edu- cation or opposed to it may have been more likely to participate than those that have not had to adopt a distinct position on the ques- tion. next, as with most surveys, the limits of self- reporting are present; there is no way to confirm validity. finally, the database that was available for this survey was not comprehen- sive, although the lack of significance in the distributions of degree types mitigates this concern to an extent. With these limitations in mind, several salient issues deserve comment. first, it is readily apparent that distance education has expanded exponentially in only a decade. We may well see online programs, some fully independent from classroom contact and oth- ers in hybrid combinations, side by side with traditional degree programs in the near future. Universities and colleges are competi- tive and “siloed.” extramural collaboration is now rare in social work education.yet the abil- ity to cooperate to provide degree programs crafted from multiple sources cannot be over- looked as a possible future trend in social work education. Possible federal mandates on the transfer of credits between institutions could fundamentally alter this in the future (Pierce & Pittman- Munke, 2005). educational policies and standards for accreditation will have to address the fact that programs are producing degrees in whole as well as in part through distance education. Resource issues will certainly need considera- tion as a component of new ePAS policies and cOA evaluation procedures. There is a lack of consensus concerning the teaching of practice courses through distance education, especial- ly online. The most recent studies in this area reported that although differences between online students and traditional students may indeed be present, these may not be signifi- cant enough to warrant concern. neverthe - less, this will frame a most interesting debate and policy challenge in the foreseeable future. References Abels, P. (ed.) (2005). Distance education in social work: Planning, teaching and learning. new york: Springer. Barnett- Queen, T., Blair, R., & Merrick, M. (2005). Student perspectives of online dis- cussions: Strengths and weaknesses. Jour - nal of Technology in Human Services, 23(3–4), 229–244. Beaulaurier, R. (ed.). (2005). Technology in social work education and curriculum. Bing - hamton, ny: Haworth Press. Bellefeuille, G. L. (2006). 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Mcfadden, R., Moore, B., Herie, M., & Schoech, d. (eds.). (2005). Web- based education in the human services: Models, methods, and best practices [Special issue]. Journal of Technology in Human Services, 23(1/2, 3/4). Moore, B. (2005). Key issues in Web- based education in the human services: A re - view of the literature. Journal of Technology in Human Services, 23(1–2), 11–28. Ouellette, P., Westhuis, d., Marshall, e., & chang, V. (2006). The acquisition of social work interviewing skills in a Web- based and classroom instructional environment: Results of a study. Journal of Technology and Human Services, 24(4), 53–76. Pierce, d., & Pittman- Munke, P. (2005). Com - mission on Accreditation study of future trends in higher education and accreditation. Unpublished manuscript. Raf fer ty, J., & Waldman, J. (2006). fit for virtu- al social work practice? Journal of Tech - nology in Human Services, 24(2–3), 1–22. Schoech, d., & Helton, d. (2001). Qualitative and quantitative analysis of a course taught via classroom and Internet chatroom. Qualita - tive Social Work, 1(1), 111–124. Shibusawa, T., Vanesselstyn, d., & Op pen - heim, S. (2006). Third space: A Web- based learning environment for teaching ad - vanced clinical practice skills. Journal of Technology in Human Services, 24(4), 21–33. Siebert, d., Siebert, c. & Spaulding- Givens, J. (2006). Teaching clinical social work skills primarily online. Journal of Social Work Education, 42, 325–336. Siegel, e., Jennings, J., conklin, J., & napol - etano flynn, S. (1998). distance learning in social work education: Results and implications of a national study. Journal of Social Work Education, 34, 71–80. Wilke, d., & Vinton, L. (2006). evaluation of the first Web- based advanced standing MSW program. Journal of Social Work Edu - cation, 42, 607–620. Accepted: 7/08 Robert Vernon is professor of social work at Indiana University on the Indianapolis (IUPUI) campus. Halaevalu Vakalahi is associate professor and director of the MSW Program at George Mason University. Dean Pierce is director of the Office of Social Work Accreditation for the Council on Social iOc b iOcJS9SS-Vernon-3ff:JournalFall2006 Fri/October/2/2009 Fri/Oct/2/2009/ 10:46 AM Page 275 276 JOURNAL OF SOCIAL WORK EDUCATION Work Education. Peggy Pittman- Munke is associate professor and director of Social Work at Murray State University. Lynn Frantz Adkins is professor emeritus at Bethany College. The authors acknowledge Jessica Holmes, research associate at the Council on Social Work Education, for her expert assistance and technical support in conducting the survey. Address correspondence to Bob Vernon, Indiana University School of Social Work, 902 West New York Street, Indianapolis, IN 46202; e- mail: rvernon@iupui.edu. iOc b iOcJS9SS-Vernon-3ff:JournalFall2006 Fri/October/2/2009 Fri/Oct/2/2009/ 10:46 AM Page 276