The study examined the impact of computer technology on written business communication. Experimental groups (using microcomputers) and control groups (using typewriters) produced four written assignments. Findings indicate that computer use has a positive effect on attitudes about assignments but no effect on time efficiency or product quality.…

Compares undergraduates' handwritten reports with those written on computers for 10 precisely defined quality factors. Finds more similarities than differences, with 6 of the 10 tests showing no significant differences. Notes that this study does not support a general conclusion that basic writing quality will improve in computer written…

Identifies problems in the computer-supported group writing of MBA students who are both novice strategic report writers and novice users of technology that supports group work. Suggests several reasons for these problems. (KEH)

Because of dramatic changes in the technology of communication systems in business, industry, government, and the professions, college graduates are no longer writing the way they were taught to write. Instead of being physically engaged in a recursive pen-in-hand process, they are dictating their communications for word processing systems. A…

Supporting the contention that using experimental research designs will facilitate sound decisions about how to teach the composing process, this paper first describes briefly the range of research methods available for investigating the writing process. Next the paper discusses the advantages of conducting experimental research, some of which are…

Examines the use of word processing by undergraduate business communication students at the University of Nebraska. Finds that very few use word processors as their primary writing tool. Notes that few business communication textbooks address the use of word processing. Suggests business instructors emphasize the use of word processing in all…

Describes a course within the traditional organization of a typical school of business that will help students acquire the ability to write with the use of the computer. Reports that, although students acquired considerable word-processing skills, they made little improvement in report-writing skills and knowledge of writing theory. (PRA)

Intended to (1) acquaint teachers with the potential of computers, (2) show them what changes writers may have to make in their composing habits, and (3) inform teachers of the changes they may have to make in course syllabi to prepare students for the demands of the electronic world, this book examines the impact of technology on composition…