The application of computer-assisted platforms in writing classes is a relatively new paradigm in education. The adoption of computers-assisted writing classes is gaining ground in many western and non western universities. Numerous issues can be addressed when conducting computer-assisted classes (CAC). However, a few studies conducted to assess students' reactions, attitudes and development in such courses. A qualitative/quantitative study is designed at a US Midwestern university to highlight details about students' development in a computer-assisted introductory writing course. Both qualitative and quantitative data are collected over a time span of an academic semester. Data sources include interviews, e-mail messages, student interactions, discussions and acts of writing during the semester. Content analysis is applied to find out the type of electronic interactions that took place between the students and the instructor and the students themselves. As for quantitative data, a Repeated Measure Multivariate Analysis with ANOVA is applied to find out the statistical differences between the group levels of this study. Eleven students were enrolled in this study. To attain a deeper understanding of the students' learning experience, the study looks at how students interact with and respond to the instructional material delivered through the "Blackboard" platform, the learning materials or feedback provided online, the nature of interactions, and the students' cognitive development throughout the course. The findings indicate that computer-assisted learning helps students become more self-confident and independent learners. Moreover, students' individual differences and learning styles affected their performance in the course. Some of the findings aligned with other research studies. These include but not limited to: (a) students' transition to the web-based learning (b) course and time flexibility are very positive aspects.