Evaluating the Efficacy of Traditional and Web-Assisted Instruction in an Undergraduate Social Work Practice Class
Distance education has become an increasingly acceptable mode of delivering social work instruction (Siegel, Jennings, Conklin, & Flynn, 1998). Benefits to students include the provision of increased techno logical competence and access to educational opportunities otherwise unavailable to those students unable to attend traditional social work pro grams (Petracchi & Patchner, 2000). The most frequently offered courses via distance education are human behavior in the social environment, so cial welfare policy, and social work research (Siegel et al., 1998). Many recent studies have assessed and are supportive of the use of web-assisted course delivery in the aforementioned courses (Patterson & Yaffe, 1994; Stocks & Freddolino, 2000; Van Soest, Canon, & Grant, 2000; Wernet, Olliges, & Delicath, 2000).