| Internet technologies are impacting social work education. Research is needed to understand what elements of Web-based instruction facilitate different aspects of social work education and to identify best practices for providing online social work classes.;This study examined the relationship between the effectiveness of Web-based instruction in teaching CSWE content areas, although the degree of difference varied across the nine curriculum areas, best teaching practices, and Web-based teaching tools, as perceived by faculty with experience in Web-based instruction in social work. The constructivist perspective was used as a framework to synthesize theories of distance education and Web-based instruction, educational principles, theories, social work education, and curriculum requirements for social work.;A national sample of social work faculty with experience in Web-based education was surveyed about their perceptions regarding the effectiveness of Web-based instruction across all areas of the social work curriculum. In addition, they were questioned regarding effective Web-based tools and best practices for Web-based instruction. Responses were statistically analyzed to address the research question and eleven hypotheses.;This study found that faculty perceived face-to-face instruction to be more effective than Web-based instruction in all curriculum areas, although there were differences in the scores for perceived effectiveness in the nine curriculum areas. In addition, social work faculty concurred with the literature on best practices for providing Web-based instruction. This study determined that faculty tended to use more passive, rather than interactive, Web-based tools. Finally, there was no relationship between the used of Web-based tools, demographic characteristics and faculty perceptions of the effectiveness of Web-based instruction. |
