Enabling Professionals to Succeed in Post-Qualifying Education: Initial Concerns and Assessment Outcomes from Classroom-Based and Blended Learning Modules

Jane Akister, Claudia Moore, Isabelle Williams

Abstract


Professional social workers in the UK, undertaking the entry module for the post-qualifying specialist child care award were surveyed at the beginning of their studies (N=90). Students were on a Classroom-Based Route (N= 40) or Blended Learning Route (N=50). A survey was used to explore students’ concerns about starting post-qualifying education and their perceived barriers to study. The findings were analysed in relation to their performance in the course assessment along with their demographics to evaluate whether either the students’ previous educational experience or their anxieties about the programme influenced their performance on the programme.

Results indicated that perceived barriers to study were linked to whether English is a second language and to age. English as a second language did not affect performance in assessment. Age was related to assessment outcomes. The main influence on assessment outcomes appears to be the method of teaching delivery with those on classroom-based programmes more likely to complete the programme and to achieve higher grades than those on blended learning programmes.

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