This study investigated the use of computer mediated communication (CMC) to increase the cognitive level of student discourse by allowing students to reflect on difficult concepts on an as needed basis. The role of electronic mail (e-mail) interaction in producing a positive group feeling and closer personal relationships is also examined. Field theory, which considers components of group interaction based on spatial factors, systems of tension and field forces, was the basis by which the dynamics and productivity of the group was analyzed. The target population for the study consists of 17 adults enrolled in a course at Pennsylvania State University in the spring of 1994. Students were encouraged during regular class meetings to participate and discuss issues via e-mail. Two questionnaires were administered to students. The first, administered early in the semester, gathered data concerning hardware, software, existing personal relationships, personal data, biographical data, type of e-mail communication package, access to computers, types of computer available, location of access, problems with access, and spatial relationships. The second, administered at the end of the semester, gathered data concerning current spatial relations, systems of tension and field forces. During the 15 weeks of the course, 178 messages were generated. These were evaluated as falling into categories of cognitive activity. Eighty-four percent of the students felt that the CMC caused them to move in a positive direction in both the personal and cognitive areas; however, requiring students to discuss topical issues after class using e-mail is an insufficient situation for increasing critical thinking skills and affecting the group dynamic. (Contains 8 references.) (AEF)