Abstract
Projections
by Global Reach for 2004 indicate that 280 million English-speaking and
680 million non-English speaking persons will be online (http://www.glreach.com/globstats/).
Distance learning formats supplement and/or substitute for traditional
classroom instruction by means of
electronic delivery. Substantial research exists on the topic of DL, yet
few studies discuss how graduate counselor education programs utilize DL
(Altekruse,
2000;
Hayes, 1999;
Jones & Karper; Myers & Gibson, 1999;
Peterson, 2000a,
2000b;
Quinn, Hohenshil, & Fortune, 2001;
Wantz, Tromski, Mortsolf, Yoxtheimer, Brill, & Cole, 2004). This
review investigates the occurrence of DL in graduate counselor education
programs. Frequencies of DL courses; administrative intent to implement
DL, software utilization, methods of communication, DL activities, DL
class interactions, and assessment features are discussed. Suggestions
and implications of future research are also mentioned.
PsycINFO , PsycARTICLES , the ERIC Electronic Database
databases and Google were consulted to locate literature relating to how
DL has been utilizedin
counselor education within the last 20 years. Appropriate references
from primary sources were examined, and the information collected
consists of both qualitative and quantitative data.
Frequencies of Graduate DL Counselor Education Courses
Wantz,
Tromski, Mortsolf, Yoxtheimer, Brill, and Cole (2004) indicated
rates of recurrence for DL courses in graduate counselor education and
provided statistics on future implementation. One hundred twenty-seven
programs responded to the electronic survey, 53 of them reported
offering DL courses. Of the 74 programs remaining (those not using DL),
53% indicated no future plans to establish this type of coursework.
Some research has investigated the frequency
of web-enhanced counselor education courses.
Quinn et al. (2002) found approximately 34% to 86% of 44 Council
for Accreditation of Counseling and Related Educational Programs (CACREP)
approved programs, used the Internet for graduate counseling classes.
Wantz et al., (2004) reported 11 of 127 graduate counselor
education programs utilizing the Internet entirely for distance
learning, and 23 specified Internet use as a means to enhance
traditional instruction.
Course Software
A significant portion of the literature discusses
the types of software supporting DL in counselor education, including
e-learning platforms such as Web Course Tools (Web CT) (Jones
& Karper, 2000;
Quinn, et al. 200;
Slencak, n.d.;
Vogel & Klassen, 2001;
Wantz, et al., 2004), Blackboard (Quinn,
et al.,
Wantz, et al.), and FaBWeb (Vogel
& Klassen). Other software assisting with online instruction includes
Macromedia web-design programs such as Director (Vogel
& Klassen), Authorware (Slencak,
Vogel & Klassen), Dreamweaver (Quinn,
et al.), Fireworks, and Coursebuilder (Vogel
& Klassen). Students use Microsoft Office (Berry,
Srebalus, Cromer, & Takacs, 2003;
Quinn, et al.;
Slencak;
Woodford, Rokutani, Gressard, & Berg, 2001), and Corel Word Perfect
Suite (Slencak) to complete DL assignments. Computerized decision-making
programs (Wantz,
et al., 2004) such as SIGI, MORTON, PLATO DCS, CLIENT 1, and ELIZA (Froehle,
1984;
Halpain, Dixon, & Glover, 1987;
Hayes, 1999) were discussed less frequently in literature. FaceIt (Slencak),
a program used for security to identify users was recognized as a
program that may be significant in the future for DL courses.
Methods of Communication
A majority of literature delineated various
interaction features within DL counselor education programs. These can
include interactions with instructors, other students, and with
technology. One type of interaction is called cooperative learning,
where students meet with instructors and classmates online to learn (Vogel
& Klassen, 2001). Cooperative learning allows for a deeper level of
class discussion in a more student-centered environment (Hara,
Bonk, & Angeli, 2000). Discussions can occur through chatting
(Albrecht & Jones, 2001;
Jencius, 2000;
Jones & Karper, 2000;
McFadden, 2000;
Page, et al., 2003;
Quinn, et al., 2001;
Slencak; n.d.;
Wantz, et al., 2004). Other frequently mentioned forms of
interaction include the use of simulations (Alpert,
1986;
Furlong & Hayden, 1993;
Hayes, 1999;
Isaacs, Costenbader, Reading-Brown, & Goodman, 1992;
Lambert, Hedlund, & Vieweg, 1990;
McFadden;
Vogel & Klassen); audio and video conferencing (Albrecht & Jones;
Brown & Casey, 1994;
Jencius;
Jones & Karper;
McFadden;
Slencak;
Wantz, et al.;
Woodford, et al.); and the compliment of audio and video technology
for online assignments (Albrecht & Jones;
Jones & Karper;
Quinn, et al.;
Slencak;
Vogel & Klassen;
Wantz, et al.).
Less documented forms of cooperative learning
include computer programs that distinguish physiological and behavioral
responses (Casey,
et al., 1994;
Froehle, 1984). Some software permits counselors in training and
their client to provide self-reports on the quality of counseling
sessions (Froehle).
Other potential types of cooperative learning including Listserv
programs (Jencius,
2000;
McFadden, 2000;
Quinn, et al., 2001;
Wantz, et al., 2004); supervision in practicum and internship via
computer (Clark
& Stone, 2001), training for on-site supervisors (Geltz
& Schnurman-Crook, n.d.); bulletin boards; shared whiteboards (Slencak,
n.d.;
Wantz, et al.); interactive laserdiscs (Hayes,
1999;
Quinn, et al.); and interactive television (Quinn,
et al..;
Woodford, et al., 2001).
DL Activities and Class Interactions
Interaction features between individuals and
technology occur in the form of audio and video technology. Two ways of
incorporating these technologies include video streaming (Jencius,
2000;
Quinn, et al., 2002;
Wantz, et al., 2004) and assignments produced through video
(Albrecht & Jones, 2001;
Jones & Karper, 2000;
Quinn, et al.;
Wantz, et al.). Interactive television (Quinn,
et al.;
Woodford, et al., 2001) and interactive laserdiscs (Hayes,
1999;
Quinn, et al.) can also be included in these types of interactions.
E-mail (Berry,
et al., 2003;
Casey, et al., 1994;
Clark & Stone, 2001;
Jencius, 2000;
Jones & Karper, 2000;
Lundberg, 2000;
McFadden, 2000;
Quinn et al., 2002;
Slencak, n.d.;
Wantz, et al., 2004); electronic newsletters (Clark
& Stone;
Quinn, et. al); newsgroups (Jencius); interactive glossaries; note-taking (Slencak); spreadsheets (Berry,
et al.); test-taking and score retrieval (Jones
& Karper) are other applications of technology by students. Compact
discs can be used by students for assessment purposes, to read
instructor provided class notes (Clark
& Stone;
Jones & Karper;
Quinn, et. al.), and to access other course information (Jencius;
Quinn, et. al.;
Slencak;
Wantz, et al.), such as a course syllabus, lecture notes, or other
supplemental learning materials (Clark
& Stone;
Jones & Karper;
Parlangeli, Marchingiani, & Bagnara, 1999;
Peterson, 2000a;
Quinn, et. al.).
Methods of Assessment
Counselor educators use technology for assessment
purposes (Myers
& Gibson, 1999;
Quinn, et al. 2002).
Quinn, et. al. found 54% of survey respondents required counselor
education students to read electronic journals and 34% had their
students interact in chat rooms. Portfolios are another type of
assessment (Quinn,
et al.;
Vogel & Klassen, 2001)
that permit flexibility for both instructors and students who are
geographically separated (Jencius,
2000;
Vogel & Klassen) or have scheduling conflicts (Jencius).
Slencak, n.d. suggested that the benefit of using subjective tests
in a distance learning course is that results are immediately
accessible.
Suggestions and Implications for Future Research
In the past 20 years, awareness of technology
supplementing and/or substituting traditional classroom instruction has
increased. With an extensive amount of potential choices for conducting
a distance learning course, future research should focus on evaluating
types of DL instruction in combination with various counselor education
courses and student learning modalities. This effort should be
established to determine preferred styles of teaching for particular
types of classes.
Proper training in the components of DL for
instructors and students in counselor education is a necessity.
Technological competencies vary among individuals; therefore prior to
engaging in a DL course, individuals should be educated with a basic
knowledge that would facilitate their participation in this method of
instruction. Continuing research must concentrate on constructing
universal proficiency standards for participants in a DL course.
References
Alpert, D. (1986). A preliminary investigation of computer-enhanced
counselor training. Computers in Human Behavior, 2, 63-70.
Altekruse, M. K. (2000). Using the web for distance learning. In
J.W. Bloom, & G.R. Walz (Eds.),
Cybercounseling and
cyberlearning: Strategies and resources for the millennium (pp.
129-141). Alexandria, VA: American Counseling Association.
Association for Counselor Education and Supervision (ACES), Technology
Interest Network. (1999). ACES guidelines for online
instruction in counselor education [Electronic version]. Retrieved
December 19, 2003, from
http://filebox.vt.edu/users/thohen/THOHEN/acesweb/
Association for Counselor Education and Supervision (ACES), Technology
Interest Network. (1999). Technical competencies for
counselor education students: Recommended guidelines for program
development. Retrieved December 19, 2003, from
http://filebox.vt.edu/users/thohen/THOHEN/competencies.htm
Berry,
T., Srebalus, D. J., Cromer, P. W., &Takacs, J. (2003). Counselor
trainee technology use skills, learning styles,
and
preferred modes of instruction. Journal of Technology in Counseling,
3(1). Retrieved December 19, 2003, from
http://jtc.colstate.edu/vol3_1/Takacs/Takacs.htm
Brown, D. (2000). The odyssey of a technologically challenged counselor
educator into cyberspace. In J.W. Bloom, & G.R. Waltz (Eds.),
Cybercounseling and cyberlearning: Strategies and resources for the
millennium (pp. 51-64). Alexandria, VA: American Counseling
Association.
Casey, J. A., et al. (1994). Use of technology in counselor supervision.
ERIC Clearinghouse on Counseling and Student Services.
Retrieved December 12, 2003, from
http://www.eric.ed.gov/ERICWebPortal/Home.portal
Clark, M. A. & Stone, C. B. (2002). Clicking with students: Using online
assignments in counselor education courses. Journal of Technology
in Counseling, 2(2). Retrieved December 19, 2003, from
http://jtc.colstate.edu/vol2_2/clarkstone.htm
Engels, D. W., Caulum, D., & Sampson, D. E. (1984). Computers in
counselor education: An ethical perspective. Counselor Education
and Supervision, 24(2), 193-203.
Flowers, C. P., Bray, M., Furr, S., & Algozzine, R. F. (2002).
Accessibility of counseling education programs’ web sites for
students with disabilities. Journal of Technology in Counseling,
2(2). Retrieved December, 19, 2003, from
http://jtc.colstate.edu/vol2_2/flowersbray.htm
Froehle, T. C. (1984). Computer-assisted feedback in counseling
supervision. Counselor Education and Supervision, 24(2),
168-175.
Furlong, M. J., & Hayden, D. C. (1993). Computer-assisted training of
the DSM-III-R in counselor education [Electronic version].
Counselor Education and Supervision, 32, 298-311.
Getz, H.G., & Schnurman-Crook, A. (n.d.). Utilization of online training
for on-site clinical supervisors: One university’s Approach.
Journal of Technology in Counseling, 21. Retrieved July 23, 2003,
from
http://jtc.colstate.edu/vol2_1/Supervisors.htm
Global Reach (2002). Global reach: Bring the world to your website.
Retrieved January 16, 2004, from
http://www.glreach.com/globstats/
Halpain, D. R., Dixon, D. N., & Glover, J. A. (1987). The great
therapists program: Computerized learning of counseling theories.
Counselor Education and Supervision, 26(4), 255-260.
Hayes, B. G. (1999). Where’s the data: Is multimedia instruction
effective in training counselors? Journal of Technology in
Counseling, 1(1). Retrieved December 19, 2003, from
http://jtc.colstate.edu/vol1_1/multimedia.htm
Hara, N., Bonk, C.J., & Angeli, C. (2000). Content analysis of online
discussion in an applied educational psychology course [Electronic
version]. Instructional Science, 28, 115-152.
Harris-Bowlsbey, J. (1984). High touch and high technology: The marriage
that must succeed. Counselor Education and Supervision,
24, 6-16.
Issacs, M., Costenbader, V., Reading-Brown, M., Goodman, G. (1992).
Using a computer simulation in the research, training, and
evaluation of school psychologists. Behavior Research Methods,
Instruments, & Computers, 24, 165-168.
Jencius, M. (2000). Traditional teaching to technology infused:
Counselor education in the digital world. ERIC
Clearinghouse on Counseling and Student Services. Retrieved December
5, 2003, from
http://cybercounsel.uncg.edu/articals/jencius_Cyber_aca.htm (no longer
available).
Jones, K. D. & Karper, C. (2000). How to develop an online course in
counseling techniques. Journal of Technology in Counseling,
1(2). Retrieved December 19, 2003, from
http://jtc.colstate.edu/vol1_2/online.htm
Lambert, M.E., Hedlund, J.L., & Vieweg, B.W. (1990). Computer
simulations in mental health education: Current status. Computers
in Human Services, 7, 211-229.
Lundberg, D.J. (2000). Integrating on-line technology into counseling
curricula: Emerging humanistic factors. Journal of
Humanistic Counseling, Education, & Development, 38,
142-151.
McFadden, J. (2000). Computer-mediated technology and transcultural
counselor education. Journal of Technology in Counseling,
1(2). Retrieved December 19, 2003, from
http://jtc.colstate.edu/vol1_2/transcult.html
Myers, J. E., & Gibson, D. M. (1999). Technology competence of counselor
educators Electronic version]. ERIC Counseling and Student
Services Clearinghouse. (ED435947)
Retrieved December 19, 2003, from
http://www.eric.ed.gov/ERICWebPortal/Home.portal
Page, B. J., Jencius, M. J., Rehfuss, M. C., Foss, L. L., Dean, E. P.,
Petruzzi, M. L., et al. (2003). PalTalk online groups: Process and
reflections on student's experience. Journal for Specialists in Group
Work, 28, 35-41.
Parlangeli, O., Marchigiani, E., & Bagnara, S. (1999). Multimedia
systems in distance education: effects of usability on learning.
Interacting with Computers, 12, 37-49.
Peterson, M. (2000). Electronic delivery of career development
university courses. In J.W. Bloom, & G. R.
Walz (Eds.), Cybercounseling and
cyberlearning: Strategies and resources for the millennium (pp.
143-159). Alexandria, VA: American Counseling Association.
Peterson, M. (2000, May). Transition of career development university
courses to electronic formats. ERIC Clearinghouse on
Counseling and Student Services, Article ED446328. Retrieved
September 17, 2003, from
http://www.eric.ed.gov/ERICWebPortal/Home.portal
Quinn, A. C., Hohenshil, T., & Fortune, J. (2002). Utilization of
technology in CACREP approved counselor education programs.
Journal of Technology in Counseling, 2(2). Retrieved December 19,
2003, from
http://jtc.colstate.edu/Vol2_2/quinn/quinn.htm
Slencak, R. J., II, (n.d.). Using course authorware in counselor
education. ERIC Clearinghouse on Counseling and Student
Services. Retrieved December 5, 2003, from
http://cybercounsel.uncg.edu/book/manuscripts/slencak.htm (no longer
available).
Stone, C. B., & Turba, R. (1999). School counselors using technology for
advocacy. Journal of Technology in Counseling, 1(1).
Retrieved December 19, 2003, from
http://jtc.colstate.edu/vol1_1/advocacy.htm
Vogel, D., & Klassen, J. (2001). Technology-supported learning: Status,
issues, and trends. Journal of Computer Assisted Learning,
17, 104-114.
Wantz, R. A., Tromski, D. M., Mortsolf, C. J., Yoxtheimer, G., Brill,
S., & Cole, A. (2004). Incorporating distance learning into
counselor education programs: A research study. In
J.W. Bloom, & G. R. Walz (Eds.),
Cybercounseling & Cyberlearning: An Encore (pp. 327-344).
Alexandria, VA: American Counseling Association.
Woodford, M. S., Rokutani, L., Gressard, C., & Berg, L. B. (2001).
Sharing the course: An experience with collaborative distance
learning in counseling education. Journal of Technology in Counseling,
2(1). Retrieved December 19, 2003, from
http://jtc.colstate.edu/vol2_1/Sharing.htm
Authors' Biography
Tina M. Schneider is employed by Step-by-Step Academy,
Inc., in Columbus, Ohio and is a doctoral student in counseling
psychology at Walden University.
Richard A. Wantz is an Associate Professor of Counselor
Education at Wright State University.
Tabitha Rice is a
graduate assistant at Wright State University.
Jennifer A. Long
is a research associate at Wright State University.
