Abstract
Can use of technology make a difference in student learning? Although a considerable literature describes its advantages in conceptual terms, research documenting its effective use in this context is limited. The purpose of this study was to examine the effects of a graduate-level Web design activity on student attitudes toward learning. Students selected a Web design activity as their major project during several sessions of a course and developed Web pages either individually or as part of a group. Analysis of quantitative and qualitative data indicates that most felt comfortable and satisfied with the Web design activity. The students felt that they learned at least as much as they learned from traditional projects—especially when they were addressing course-related content as well as developing design skills.
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