Offers 10 "Golden Rules" to make electronic mail a positive experience for both business communication teachers and their students. Suggests that electronic mail can be a motivating factor in the classroom. (RS)

Discusses shareware and public domain software for MS-DOS systems that are available through bulletin board systems (BBS). Problems with computer viruses are discussed; shareware available for communications, database and file management, spreadsheets, word processing, and menuing software is described; and source information for software is…

Discussion of computer-mediated communication (CMC) focuses on a study that examined the similarity between computer bulletin board users' perceptions of individuals from whom they received messages and the users' perceptions of the computer itself. Hypotheses tested are explained, mechanomorphism is discussed, and implications of the findings for…

Examines a continuum of classroom uses for telecommunications, in terms of both their appropriateness and their ease of use for students and educators. Focuses on four projects that involve people-to-people contact around the world via computer and modem. (SR)

Describes the electronic bulletin board system (BBS) of the Food and Drug Administration (FDA) that is accessible through the Internet. Highlights include how to gain access; the menu-driven software; other electronic sources of FDA information; and adding value. Examples of the FDA BBS menu and the help screen are included. (LRW)

Offers suggestions on ways to include electronic mail skills in college classes, focusing on wide-area networks not on networks within a classroom. (SR)

Investigates the effectiveness of a computer-mediated communication system in supplementing traditional instruction in a media law course. Finds mixed results on measures of satisfaction and no significant improvement on exam scores. Notes that the system required more time from the instructor and students. (SR)

Investigates the process by which individuals at German universities make decisions about opening and reading versus deleting electronic mail. Assesses attitudes toward electronic mail surveys. Indicates that individuals delete mail when the subject line does not interest them or when they do not recognize the name of the sender. Finds favorable…

Finds that favorable attitudes toward innovation and change, computer self-efficacy, and computer experience directly and positively influence e-mail use; and that attitudes toward innovation and change influence (moderate) the relationship between social context and e-mail selection and use. Points to the need for a more comprehensive and complex…

A survey of 577 economics students showed that most viewed e-mail as a viable substitute for faculty contact. E-mail does not significantly increase student/faculty interaction; it changes its form. Existence of a course Web site and prior Internet experience increased e-mail use. (SK)

Outlines the authors' ideas on reviewing books for young adults. Discusses including multiple reviews of the same texts, "internationalizing" texts for review and reviewers and opening up the objects of reviews to multimedia texts and formats. Offers eight brief reviews of a single book (William Taylor's "Jerome") for young readers, which opens up…

Presents a content analysis of the electronic debate on Ebonics that spanned over 18 months, drawing scholars from all over the world, and culminating in over 70 postings on an electronic bulletin board. Demonstrates that in contesting the issues, using the national social debate on Ebonics, linguists seek to assert their power as a group by…

Examines the uses of technology--including the Internet and electronic bulletin boards-as ways of advertising to, networking with, and processing study abroad students and their learning on and off campus. (Author/VWL)

Traces social change and evolution of the American writing curriculum. Argues that technology alone is not responsible for an increasingly oral approach to written language. Discusses emergent dimensions of email that alter communication access, social interaction, and response. (PA)

Studied the characteristics of constructivism and their presence in face-to-face and open and distance learning through electronic discussions involving 12 experts and the evaluation of 17 telephone-mediated tutorials. Findings indicate that the seven identified components of constructivism were not sufficiently present in any setting evaluated.…