The Transition from Traditional Teaching to Web-Assisted Technology

ISSN： 0884-1233

Source： Journal of Teaching in Social Work, Vol.25, Iss.1-2, 2005-06, pp. : 91-101

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Abstract

This research note presents a conceptual model for understanding how students embrace technology, briefly presents results of a pilot study supporting this conceptualization, and makes suggestions for web-assisted teaching and research. The conceptual framework helps understand how instructors' Â“Marketing strategiesÂ” may need to change over the course of the semester to generate maximum acceptance of and satisfaction with high tech classrooms. The conceptual framework is illustrated with data collected during a pilot study involving two web-assisted graduate foundation research courses at the Kent School of Social Work, University of Louisville. Students enrolled for two web-assisted research courses without knowing that web-assisted technology would be used in the course. The students' attitudes towards computers, their ability to access computers, as well as their skill levels in using computers were assessed. Suggestions and challenges for web-assisted teaching and research are provided based on the conceptual framework and results from the pilot study.