TPC-Journal-V2-Issue2

143 Online Learning and the Development of Counseling Self-Efficacy Beliefs Joshua C. Watson This study examined the relationship between enrollment in online counseling courses and students’ counseling self- efficacy beliefs. Results indicate that students enrolled in online courses report statistically significant higher self- efficacy beliefs than students in traditional FTF courses. Online instructional method may increase counselor self- efficacy, self-confidence, and personal motivation. Implications for research and counselor education are discussed. Keywords: online, counselor education, self-efficacy, beliefs, instructional methods The Professional Counselor Volume 2, Issue 2 | Pages 143–151 © 2012 NBCC and Affiliates www.nbcc.org http://tpcjournal.nbcc.org doi:10.15241/jcw.2.2.143 In recent years, the increasing popularity of online instruction has dramatically changed the delivery of college curricula nationwide (Artino & McCoach, 2008). The growing popularity of this medium has led some (Keeton, 2004; Tallent-Runnels et al., 2006) to project that online education will soon become the largest source of higher education in America. According to a recent study conducted at over 2,500 colleges and universities nationwide, approximately 5.6 million students were enrolled in at least one online course during the 2009 fall semester (Allen & Seaman, 2010). This figure, as noted by Allen and Seaman, represents a 21% increase over the number reported the previous year, the largest ever year-to-year increase in the number of students studying online. The increased student interest in online course delivery has led more and more institutions to look into adopting online instruction as the next logical step in educational delivery systems (Bejerano, 2008; O’Malley & McCraw, 1999). Highlighting this trend, 66% of the 4,160 degree- granting postsecondary institutions in the nation offered college-level courses via online instruction during the 2006–2007 academic year (National Center for Education Statistics, 2008). Only recently has this trend carried over to the field of counseling and counselor training (Albrecht & Jones, 2001; Benshoff & Gibbons, 2011; Chester & Glass, 2006). Despite the growing interest from students in online course delivery, counselor educators traditionally have been hesitant to incorporate online learning into the counselor education curriculum (Greenidge & Daire, 2005; Karper, Robinson, & Casado, 2005). Both best practice considerations and the questionable research supporting the effectiveness of online instruction have played a role in explaining the hesitancy to apply components of online learning in counseling education and practice (Granello, 2000; Krieger & Stockton, 2004). According to Murphy, MacFadden, and Mitchell (2008), several educators have questioned whether online education is appropriate for the clinical professions in which the development of basic relationship-building skills is a key curricular component. One of the common concerns often voiced has been whether or not “skills-based” or “techniques” courses could be offered sufficiently online (Wantz et al., 2003). The fundamental argument of these counselor educators is that the personal, high touch nature of counseling cannot adequately be simulated at a distance. However, this perspective appears to be changing slightly. While most counselor education programs have long espoused traditional, face-to-face (FTF) didactic instruction, Quinn, Hohenshil, and Fortune (2002) noted that a growing number have come to realize that the integration of technology and online instruction into their curriculum is essential in order to remain competitive. As a result of this shift in thinking, there is now a growing interest in the use and practicality of online instructional approaches in graduate counselor training programs (Benshoff & Gibbons, 2011; Clark & Stone, 2002; Hayes & Robinson, 2000; Patrick, 2005). Several authors describing the effective implementation of online education have begun publishing their work in the counselor training literature. Translating theory into practice, complete online accredited programs have begun emerging nationwide. A review of the Council for the Accreditation of Counseling and Related Programs (CACREP) website indicates online accredited programs existing in a variety of programs including clinical Joshua C. Watson, NCC, is an Associate Professor at Mississippi State University-Meridian. Correspondence can be addressed to Joshua C. Watson, Mississippi State University-Meridian, 1000 Highway 19 N, Meridian, MS 39307, jwatson@meridian.msstate.edu.