The acquisition of critical thinking skills over one semester by distant and campus social work students enrolled in a graduate-level policy course were compared.
Method
The scores of pretests and posttests of 62 master's of social work students were analyzed using the California Critical Thinking Skills Test.
Results
Both groups significantly increased their critical thinking skills with no significant differences found between the two groups.
Conclusion
Distance education using interactive television was found to be equivalent to face-to-face instruction with regard to acquisition of critical thinking skills.
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