Abstract
This quasi-experimental mixed-methods study examines the impact of incorporating live mock counseling sessions into an online graduate-level Group Counseling course. Two cohorts of counseling students (N = 60) were compared: one completing a hybrid format with weekly synchronous mock group facilitation via Zoom and one completing a fully asynchronous format without live practice. Quantitative measures included the Counselor Self-Efficacy Scale (SCEQ), a standardized group counseling skills rubric, and a student satisfaction survey, administered pre- and post-course. Qualitative data were gathered through professor reports. Preliminary hypotheses predict that students in the hybrid group will demonstrate higher post-test self-efficacy, superior skills-based performance, and greater course satisfaction compared to those in the fully asynchronous group. Findings are expected to inform best practices for integrating experiential learning into online counselor education.
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KEYWORDS
ONLINE GRADUATE EDUCATION PEDAGOGY, COUNSELOR EDUCATION BEST PRACTICES, HYBRID INSTRUCTION
