Examines faculty perceptions of how the new technologies of e-mail and voice mail (widely adopted as a result of a university's home office experiment) changed faculty ways. Discusses first- and second-level effects of communication technologies in three areas: faculty interaction within the department and on campus; student/faculty interaction;…

Survey of 47 visiting scholars at the University of Massachusetts, Amherst, found that most used computer-mediated communication (CMC) largely for exchanging work-related messages with colleagues, especially at other institutions. Most expressed positive feelings about its benefits, finding enhanced communication with colleagues outside the…

Reports on a study of 14 master's degree students' online communication patterns when their classroom environment had been expanded electronically through a public listserv for classroom interaction and private e-mail on the Internet. Student attitudes and reactions are described, based on results of questionnaires. (Author/LRW)

Electronic interlibrary loan (ILL) request forms accessible through the World Wide Web (WWW) enhance communication between users and staff. Describes WWW architecture, Hypertext Markup Language (HTML) and Common Gateway Interface scripts used for creating forms, and lists elements for inclusion. Examples are provided of an HTML tagged form and how…

Describes student-developed World Wide Web sites from three high schools that have been chosen as exemplary models. Evaluation criteria are explained: vision; originality; integrity; community and effectiveness in facilitating new communication; empowerment; and structure and navigability. (LRW)

Describes both successes and problems in the use of computer-mediated communications (CMC) to support flexible patterns of teaching and learning within higher education (HE) based on experiences at several universities in the United Kingdom. Topics include cooperative learning; flexible access; and opportunities for women. (Author/LRW)

Discussion of responsibility, professional morality, and moral reasoning focuses on the potential that computer conferencing activities have for providing opportunities for moral discourse and expanding prospective teachers' understanding of their professional responsibilities. The form and the content of the discussions have the potential to…

To investigate student and class characteristics associated with electronic bulletin board use, this study analyzed 3,125 messages posted by students in 15 classes. Electronic postings were analyzed for intended audience, form, and content of the messages. Most messages included new information and did not specify a specific audience or recipient.…

Analyzes student electronic group discussion postings and evaluations required for a human sexuality course. Finds that some students were concerned about the confidentiality of their postings, would have preferred face-to-face interaction, felt the requirement was a burden, and experienced difficulty gaining access to a computer to fulfill the…

Examines how students with weak computer-mediated communication (CMC) skills fare in CMC courses that require high levels of peer interaction. Subjects were 11 male and 4 female inservice teachers. Findings indicate that students' CMC skills had only a modest impact on their participation in the course; students with less developed skills…

Examines human-computer interaction from two views of cognition: the representationist view and the enactivist perspective. A chaos-theory context is discussed from an enactivist stance. In this context, high school students manipulate nonlinear dynamic computer programs. Implications of the enactive stance for education and research are also…

Discussion of adapting established classroom practices to new online environments identifies the instructional strategies that lead to successful classroom teaching and describes an online system, WebTeach, that provides structured teacher-learner interactions and is used at the University of New South Wales. (Author/LRW)

Discusses the nature of chatrooms and bulletin boards, two popular Web site environments, and suggests a practical way that professors can apply grading rubrics to evaluate participation level and quality of student work submitted on-line. (EV)

Describes a study conducted on the attitudes of students towards the integration of the Web as a channel of communication and a study tool in traditional distance teaching of Computer Science (CS) at the Open University of Israel. Results of questionnaires show the Web cannot substitute entirely for face-to-face learning. (Author/LRW)

Discusses computer mediated communication in higher education and describes use of the bulletin board within WebCT as a tutorial environment in which to discuss prescribed readings. Considers whether a computer-based tutorial setting can be used as a tool for learning and as a tool for delivery of information; and discusses course evaluations and…