Abstract
It is imperative to identify the impact of technological advancements on the quality of student learning. This article reports first-year undergraduate students' perceptions of and experiences with a Web-based writing support program. The findings have implications for institutional leaders, policy makers, academics, and designers of online instructional materials.
| Original language | English |
|---|---|
| Pages (from-to) | 201-220 |
| Number of pages | 20 |
| Journal | Journal of General Education |
| Volume | 55 |
| Issue number | 45385 |
| Publication status | Published - 2006 |