Online Versus Face-to-Face Training of Critical Time Intervention: A Matching Cluster Randomized Trial

• Published in: The American journal of distance education Vol. 30; no. 4; pp. 237 - 249
• Main Authors: Olivet, Jeffrey, Zerger, Suzanne, Greene, R. Neil, Kenney, Rachael R., Herman, Daniel B.
• Format: Journal Article
• Language: English
• Published: United States Routledge 01.01.2016
• Subjects: Caseworker Approach; Communities of Practice; Comparative Analysis; Conventional Instruction; Counselor Training; Electronic Learning; Evidence Based Practice; Homeless People; Intervention; Knowledge Level; Online Courses; Pretests Posttests; Program Implementation; Randomized Controlled Trials; Readiness; Retention (Psychology); Satisfaction; Scores; Social Agencies; Social Services; Statistical Analysis; Surveys; Teaching Methods; Telecommunications; Transitional Programs; Web Based Instruction
• ISSN: 0892-3647; 1538-9286
• DOI: 10.1080/08923647.2016.1232107

This study examined the effectiveness of online education to providers who serve people experiencing homelessness, comparing online and face-to-face training of Critical Time Intervention (CTI), an evidence-based case management model. The authors recruited 184 staff from nineteen homeless service agencies to participate in one of two training conditions: (a) Online Training + Community of Practice or (b) Face-to-Face Training + Telephone Consultation. Each group received twenty-four hours of instruction and support. Through baseline, follow-up, and nine-month posttraining surveys, the authors examined satisfaction, knowledge gains, knowledge retention, and readiness to implement CTI. Although satisfaction rates were higher among participants in the face-to-face group, the two training conditions produced comparable pre/postknowledge gains. Furthermore, both groups showed increased knowledge retention scores at nine-month follow-up, with the online group scoring higher than the face-to-face group.