Evaluation of the Efficacy of Affective Education Online Training in Promoting Academic and Professional Learning and Social Capital

This study aimed to compare the efficacy of face-to-face and online education seminars in the professional training of psychology majors and in promoting the development of social capital. Forty-four university students, balanced by gender, age, and academic achievement were divided in two groups, online and face to face, taught by the same teacher. Individual learning scales were administered and students were tested on group processes tasks to measure professional skills acquisition. A follow-up interview 9 months after the end of the seminar was undertaken to assess whether social bonds, formed during the seminars, had lasted over time. An analysis of variance and Mann-Whitney test were used to analyze the data. Results show that students of both groups increased their academic knowledge and social capital, but Computer Supported Collaborative Learning students acquired more group observation skills.