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email Professor Slem**
cslem@calpoly.edu
Charles M. Slem and Ned W. Schultz
Psychology and Human Development
Cal Poly, San Luis Obispo
cslem@calpoly.edu
Abstract
This study assessed a model of web-based course resources which supported a traditional
large introductory psychology course. The web resources created a platform which
integrated the lecture component of the course with the accompanying textbook resources.
Students assessed over 20 separate components of the course web resources. Although
students had positive attitudes about instructional technology, there was a high
percentage of web novices who were concerned about learning new computer applications.
On the whole, students heavily used the web resources, found them easy to navigate,
and very useful. Web competence was enhanced and computer anxiety diminished over
the term. While test performance was not directly related to web resource use, students
reported more personal control over course resources and enhanced learning of psychology
concepts. When web resources are designed to be useful in achieving course goals
from the students’ perspective, use is more likely.
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