This study, conducted at a mid-western regional state university, examined the capacity of e-mail to provide a more flexible medium for transmitting student journals to the teacher. The investigation took place over a 16-week semester in a required freshman level computer literacy course. Students were divided into three groups: (1) the control group, in which student/teacher communication was limited to the traditional class time and office hours; (2) treatment group one, in which students were required to submit to the teacher via e-mail weekly journals; and (3) treatment group two, in which students used a spiral notebook to write and submit weekly journal entries. A pretest/posttest design was used to determine the changes in students' computer-related attitudes and knowledge. Results indicated that though the subjects that used e-mail submitted fewer journal entries (often due to technical errors), their entries were much longer. The posttest journal-related questions demonstrated that the student journals helped to enhance communications between the students and the teacher and that once exposed to using e-mail, students preferred to continue to use this medium rather than written journals. (Contains 29 references.) (AEF)