Student Perceptions of Web-Assisted Teaching Strategies

By Frey, Andy; Faul, Annajtie et al. | Journal of Social Work Education, Fall 2003 | Go to article overview

Student Perceptions of Web-Assisted Teaching Strategies

Frey, Andy, Faul, Annajtie, Yankelov, Pamela, Journal of Social Work Education

This study determines which Web-assisted teaching strategies social work students from a single university experience and perceive as valuable. The results demonstrate that most faculty use email, post grades online, and give out student email addresses to the class. Students perceive email communication with the instructor and the online provision of course information as the most valuable strategies. The impact of several student characteristics on value perception is also examined, revealing varying levels of influence. These findings suggest that the strategies students report as the most valuable are not necessarily the strategies most frequently used by faculty.

THE USE OF COMPUTERS and the Internet is revolutionizing university teaching and radically changing some faculty's and students' approaches to teaching and learning. Although technological advancements have developed rapidly, research assessing the effects of this technology on students is just now starting to inform best-practice guidelines for educators. The use of computer technology may continue to increase as a result of demographic changes among students, rising education costs, and new technology. The student population is changing, and traditional student enrollment represents only 25% of all higher education students (Van Dusen, 1998). More individuals are working while taking graduate courses, and students are traveling longer distances to their programs. Additionally, the cost of education will continue to grow, and the number of students interested in participating in courses from home, both for convenience and for financial reasons, will increase. New technology will continue to support this home-based education, meeting the needs of the changing student population and reducing administration overhead without the expense of physical space requirements. Finally, using computer technology will allow universities to reach students who, for geographic reasons, cannot drive to campus. These advantages are offset by concerns regarding the quality of the educational experience as it relates to relationships and learning.


The enthusiasm for technology in higher education has been matched with an abundance of research designed to determine if the effort required for using various technological tools and strategies produces outcomes that are desirable for students and instructors. The literature suggests that computer-assisted instruction has desirable effects on students' computer skill development (Cauble & Thurston, 2000; Finn, 1995; Stocks & Freddolino, 1998); reduces anxiety concerning technology and computer use (Maki, Maki, Patterson, & Whittaker, 2000); is at least equally as effective as the traditional lecture format for teaching (Stocks & Freddolino, 1998; 2000); and is perceived as helpful by students (Maki et al., 2000; Polloff & Pratt, 2001; Svanum, Chen, & Bublitz, 1997; Thurston, Denning, & Verschelden, 1996). Whether these positive results will endure once the novelty of technology in education wears off is uncertain.

Most technology-related research focuses on distance learning, which is also referred to as online or Web-based instruction. When participating in these Web-based courses, students spend little, if any, time in the classroom. Petracchi (2000) notes that numerous studies have examined global outcomes, such as satisfaction or achievement, or explored the experiences of students in distance courses versus traditional lecture courses. Several years ago, this comparison was appropriate because most of the traditional lecture courses used little computer technology. However, the distinction between distance learning and traditional courses is rapidly diminishing because most "traditional" courses now utilize computer technology to some extent. It is difficult to find an instructor who does not at least use email to communicate with students, and some instructors use online strategies to deliver content and facilitate instructor-student and student-student interactions without reducing the amount of time students spend in class. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Cite this article

Cited article

Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25,

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Student Perceptions of Web-Assisted Teaching Strategies


Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25,

    New feature

    It is estimated that 1 in 10 people have dyslexia, and in an effort to make Questia easier to use for those people, we have added a new choice of font to the Reader. That font is called OpenDyslexic, and has been designed to help with some of the symptoms of dyslexia. For more information on this font, please visit

    To use OpenDyslexic, choose it from the Typeface list in Font settings.

    OK, got it!

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search


    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.