TPC-Journal-V2-Issue2

The Professional Counselor \Volume 2, Issue 2 149 would be exposed to for either method. An additional suggestion would be that counselor educators and researchers develop a better understanding of the types of students who choose to enroll in online programs. As noted earlier, many students who enroll in online programs already have experience in their chosen profession and may feel more comfortable and confident with their abilities as a counselor. Although this logic appears rational, research supporting this belief does not exist and should be addressed in future studies. A final suggestion would be to include students who have completed entire programs online. In this study, the majority of students in the online course group also had completed traditional FTF courses as well. As more universities begin offering complete online programs and these programs gain accreditation status, it will be interesting to note how the counseling self-efficacy beliefs of students in these programs relate to those who are enrolled in more traditional programs. Without a doubt, the benefits of using online instruction are numerous for both educators and students. When used appropriately, it has the potential to profoundly impact and enhance counselor training and ultimately the counseling services provided to clients (Chandras, 2000). However, those wishing to integrate online elements into their courses are urged to do so cautiously. Not all courses may be suited for total online presentation. Counselor educators are therefore encouraged to be mindful of the ways in which they attempt to integrate elements of online instruction into their courses. As Bentley (2007) notes, “because counselors play a crucial role in helping individuals deal with a vast array of mental health and developmental issues, it is critically important that they are well prepared upon entering the profession to work effectively with clients and provide quality services” (p. 1). As gatekeepers for the profession, counselor educators have an ethical mandate to ensure that the students they train are not entering the profession with a sense of ability that exceeds their skill level so that they do not harm the clients they will serve. Thus, the decision to incorporate online instruction should be based on its ability to provide students with the platform to further develop their clinical skills and not simply on the novelty of the approach. As for students, they are urged to consider their own personal learning style and evaluate whether or not it is in agreement with the structure of an online format. Despite the benefits an online learning environment may provide, the evaluation of its effectiveness still remains not only a personal decision, but one that requires the attention of counselor educators, and accreditation and state licensure boards. References Albrecht, A. C., & Jones, D. G. (2001). High tech/high touch: Distance learning in counselor preparation. Alexandria, VA: Association for Counselor Education and Supervision. Allen, I. E., & Seaman, J. (2010). Learning on demand: Online education in the United States, 2009 . Retrieved from http://sloanconsortium.org/publications/survey/pdf/learningondemand.pdf Appleton, M., & Orr, D. (2000). Meeting the needs of distance education students. In C. Bruce and P. Candy (Eds.). Information literacy around the world: Advances in programs and research. Wagga Wagga, Australia: Charles Sturt University Press. Artino, A. R., & McCoach, B. D. (2008). Development and initial validation of the online learning value and self-efficacy scale. Journal of Educational Computing Research, 38 , 279–303. doi: 10.2190/EC.38.3.c Baltimore, M. L. (2000). Ethical considerations in the use of technology for marriage and family counselors. The Family Journal: Counseling and Therapy for Couples and Families, 8, 390–393. doi: 10.1177/1066480700084010 Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Upper Saddle River, NJ: Prentice Hall. Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44 , 1175–1184. doi:10.1037//0003- 066X.44.9.1175 Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman. Barnes, K. L. (2004). Applying self-efficacy theory to counselor training and supervision: A comparison of two approaches. Counselor Education & Supervision, 44, 56–69. Bejerano, A. R. (2008). The genesis and evolution of online degree programs: Who are they for and what have we lost along the way? Communication Education, 57 , 408–414. Benshoff, J. M., & Gibbons, M. M. (2011). Bringing life to e-learning: Incorporating a synchronous approach to online teaching in counselor education. The Professional Counselor: Research and Practice, 1 , 21–28. Retrieved from http://tpcjournal.nbcc.org/wp-content/uploads/2011/03/Benshoff.pdf