"One of the great untested assumptions of current educational practice is that students learn through discussion." (Laurillard 2003:158) This paper explores student social workers’ perceptions of learning from participation in online discussions and analyses how these can be used most effectively to develop understanding about interpersonal communication. The research context was a communication unit on a social work degree course in which teacher-designed discussion questions followed each teaching session. Student questionnaires were analysed and the results compared with a grounded theory analysis of online postings (Strauss and Corbin 1998). Research shows that despite the potential for online discussions to stimulate deep learning, this remains elusive (Wallace 2003). This paper reviews the literature examining why evidence of complex engagement with ideas is difficult to locate in online discussions, and how meaningful discussion can be encouraged. Findings from this study suggest that participating in online discussions is an emotive experience for students. A model using online discussion to teach communication skills is proposed, building on the work of Gunawardena et al (1998). In the proposed model the links between ‘process knowledge’ (how students communicate with each other online and how they experience this) and ‘content knowledge’ (the curriculum) are used as learning material. It is argued that deeper learning may result from examination of this dynamic. The paper concludes that it may not be useful to search for evidence of deep learning in online discussions alone. Learning about communication should be considered as a cumulative process involving group interaction through online discussions, followed by individual reflection and application in social work practice. Further research to investigate applications of this model in social work education is needed. References Gunawardena, C N, Lowe, C A, Anderson, T. (1998)Transcript analysis of computer mediated conferences as a tool for testing constructivist and social constructivist learning theories, Paper presented at the Annual Conference on Distance Learning and Teaching Madison WI Aug 5-7 Laurillard, D. (2003) Rethinking University Teaching, 2nd Edition London and New York: RoutledgeFalmer Strauss,A and Corbin, J.M (1998) Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, Thousand Oaks Calif:Sage Wallace, R M. (2003) Online learning in Higher Education: A review of research on interactions among teachers and students, Education, Communication and Information, 3:2

A unit for Communication: Theory and Practice course for foundation year 'welfare practitioners' (undergraduate, post-graduate and employment-based trainee Social Workers and Youth and Community Workers) was developed in which online and experiential classroom based learning is integrated. The support from the institution is discussed, together with the need to conserve opportunities for small group work and experiential learning within the module. The author's reflections and key milestones are identified. Examples extracted from the course are given illustrating these milestones. Additional outcomes are also recognised and the question 'Can online learning contribute to a process that will enable the integration of theory and practice/ experience and further develop knowledge and professional competence? is also answered.