Social Work Graduates’ Assessment of Their Online Educational Experience: Comparing Three Southwestern Hispanic-Serving Regional Public Universities

Despite tremendous growth in online MSW programs, their efficacy remains openly debated. This qualitative exploratory study examined students’ assessments of their online learning experiences in light of their motivations, expectations, and views about the strengths and weaknesses of their respective programs. The study used a convenience sample from three comparable southwestern Hispanic-serving regional public universities that offered an accredited online MSW degree program. This enabled engagement with programs that shared similar organizational values, cross-cultural characteristics, and student service missions. Data were gathered through semi-structured focus groups (n = 9), individual interviews (n = 17), and open-ended surveys (n = 48). The results revealed four key themes contributing to professional advancement: (1) the affordability and flexibility of distance education, (2) professional preparation for social work practice, (3) consistency in coursework and communication, and (4) instructor engagement and support. Furthermore, student-centered educational approaches, specifically supportive instructor engagement and consistency in course design and instruction, were deemed important for distance education students seeking a high-quality learning experience and associated outcomes. Additional research is needed to evaluate the benefits of student-centric teaching and course design using standardized measures that allow for empirical comparisons between specific social work programs and modalities.