TPC Journal-Vol 10- Issue 1

The Professional Counselor | Volume 10, Issue 1 51 not, to these authors’ knowledge, been conducted. As technology improves and options for learning management, videoconferencing, and student assessment platforms increase, programs training counselors at a distance have a widening variety of ways in which this learning can occur. Asynchronous, synchronous, blended, hybrid, and fully online are just a few modalities that counseling students use to experience their education. A glimpse into the experiences of students will shed light on how our most important players in this ever-changing game of distance counselor education view the efficacy of their respective training, now and in the future. The Future of Distance Counselor Education As we examine emerging technologies and near-future possibilities, it can seem like science fiction. The use of avatars and other simulation and gaming technologies in counselor training, for example, have been examined for potential substitutions for counseling practice with peers and real people. Walker (2009) studied the use of avatars in one virtual platform, Second Life, for skills training among master’s-level counseling students. Counseling students’ attitudes regarding the effectiveness of this medium to enhance skills development were measured, and findings suggested that this technological enhancement was efficacious to student learning, engagement, and overall skill development. Virtual reality (VR) is already used in counseling and is being explored as a way to create environments that can help address trauma and phobias and enhance mindfulness training and techniques. Riva and Vincelli (2001) contend that the use of VR in clinical settings can serve as a “sheltered setting” (p. 52) where clients can explore distress-producing stimuli in a safe and controlled environment. What potential does this technology have in the training of the next counselors? Might we have “virtual” clients that counselors interact with, in real time, in a VR environment? Buttitta et al. (2018) of California State University, Northridge’s counselor education program are already doing so in training their counseling students. They recently presented initial findings at the 2018 Western Association for Counselor Education and Supervision (WACES) Conference where they demonstrated how they could change the avatar’s voice and physical look to become a person of any age, gender, or ethnicity. Their initial impressions are that student learning is as good with avatars as with role-playing students. We see this idea tested in training programs in other fields. Plessas (2017) conducted a study of the effectiveness of using VR “phantom heads” for dental students to practice their skills on. Findings suggested that along with concurrent, augmented feedback from supervisors, this training method creates a level of efficiency and safety. Additional platforms for virtual counseling are being developed, necessitating enhanced training of counselors who are equipped to work with new technologies and environments. Conclusion As counselor training programs become more technologically savvy, different models and methods of online pedagogy are available to them. What once was almost purely an asynchronous model of instruction (i.e., discussion posts and assignments in a learning management system like Blackboard or Canvas) now has the ability to add interactive videos and training modules, recorded lectures and discussions, and “real-time” synchronous classes and supervision groups using platforms such as Zoom, Skype, or GoToMeeting. The opportunity–capability gap between distance