+ Page 32 + --------------------------------------------------------------------------- ####### ######## ######## ########### ### ### ## ### ## # ### # Interpersonal Computing and ### ### ## ### ## ### Technology: ### ### ## ### ### An Electronic Journal for ### ######## ### ### the 21st Century ### ### ### ### ### ### ### ## ### ISSN: 1064-4326 ### ### ### ## ### July, 1995 ####### ### ######## ### Volume 3, Number 3, pp. 32-53 --------------------------------------------------------------------------- Published by the Center for Teaching and Technology, Academic Computer Center, Georgetown University, Washington, DC 20057 Additional support provided by the Center for Academic Computing, The Pennsylvania State University, University Park, PA 16802 This article is archived as DONOVAN IPCTV3N3 on LISTSERV@GUVM (LISTSERV@GUVM.GEORGETOWN.EDU) --------------------------------------------------------------------------- COMPUTER MEDIATED COMMUNICATION AND THE BASIC SPEECH COURSE Deirdre C. Donovan San Francisco State University INTRODUCTION Our society is moving forward into an era in which the ability to gather, process, and manipulate information is becoming not only desirable but necessary to participate in and contribute to the common good. It is becoming apparent that much communication in this Information Age will be mediated by, and in some ways shaped by, computers (hardware and software) and information (interactive and passive) technology. To date, Computer Mediated Communication (CMC) is an area of study that has been addressed only peripherally by the communication research community. + Page 33 + CMC has been touted as the precursor of a new era in education. For administrators, CMC has the potential to lower delivery costs via higher student/faculty ratios and distance learning. For educators, CMC allows the possibility of more effective communication with students to instruct, guide, and assist in the development of their knowledge. For students, CMC offers easier and more frequent opportunities to interact with instructors and other students, as well as greater access to research facilities than has ever been possible at any time in the past. Given all this, does CMC as an advance in technology make any fundamental difference in teaching and teaching communication? Is it merely a case of fascination with the technology substituting for actual progress in the process of education? This essay reviews current literature concerned with the use of CMC in instruction, particularly in teaching the basic communication course, and evaluates the capabilities of CMC. The literature review examines the critical educational area of CMC and student learning. The evaluation section compares and contrasts current data, and generates three working hypotheses regarding CMC's impact on learning. What is CMC? How is it to be defined and categorized? CMC consists of three overarching elements: 1) conferencing, 2) informatics, and 3) computer assisted instruction (CAI) (Santoro, 1995). Each of these elements is defined in turn below, in its instructional incarnation. + Page 34 + Conferencing The conferencing facility in CMC is the computer as a connector of persons, and as provider of communication channels. It is used for communication among students, and between instructor and students. It includes students' submission of assignments, students asking questions and seeking guidance, and the instructor responding and giving guidance. It is used to facilitate guest lecturing when speakers video-conference from locations that are otherwise inaccessible to students. The conferencing facility is also used for Group Decision Support Systems (called GDSS), bulletin boards (called BBSs), multi-user object oriented virtual reality spaces (called MOOs and MUDs), and interactive chat services (called IRCs) (see Definition of Key Terms in the Appendix). Informatics Informatics is the computer as information manager, and an electronic facility for the storage and retrieval of digitized information. Informatics could consist of something as simple as the distribution of computer diskettes in a classroom. In the broadest sense, informatics provides access to a library as large as the existing world-wide computer network storage facilities. Digitized information can take many forms, from simple text storage and program files, to sound, graphics, movies, and hypermedia. Class materials that are ordinarily provided in written format, including the "course syllabus, schedule, grading criteria, bibliographies" etc., can be distributed via read-only floppy disk (McComb, 1994). + Page 35 + Class-related materials can be digitized and stored on computer systems in a variety of ways. Santoro & Phillips (1994)made lecture notes and class materials available on the Pennsylvania State University gopher server. A gopher server is a simple, menu-based program which enables users to locate, read, and retrieve materials stored in computers, world wide. The gopher program can be set to point to particular information sites, so that instructors (in cooperation with systems administrators) can set up links between specific categories of stored materials, on local or distant host computers. Accessing the World Wide Web (WWW), either through a text- based browser program (such as Lynx), or through a graphical browser program (such as Mosaic or NetScape) is another way of connecting to the information repositories on the global computer network, and makes possible the transfer of hypermedia, either text-based or full multimedia (sounds, graphics, and video), depending on the computer hardware and software used to access the WWW. A common analogy for hypermedia is that of using an encyclopedia to locate initial information, then following key words to look up related information. With hypermedia, the user selects (either with keystrokes or mouse) the highlighted information she wishes to explore further, then clicks the mouse or presses a key to gain access to all the related information included within that link. The concept of exploring related branches of data is not radically different from traditional research methods; the execution is unique. + Page 36 + CAI CAI, computer assisted instruction (also known as computer based instruction), is the computer as tutor, drill instructor, test proctor and grader. CAI is used for mentoring and for project-based instruction. Classroom teaching incorporates CAI when instructors use computers to give tests or provide collaborative work experiences, using email or programs such as StorySpace (Chen, 1994; E. Sommers, personal interview, November 14, 1994). Because computer programs which drill and test students can be programmed to keep track of student performance, CAI provides solutions for some administrative and organizational problems of course management and record-keeping. To summarize, CMC in its several forms subsumes all of the uses mentioned previously, as well as public conferencing via computer, interactive chat, personal and professional networking, scholarly collaboration, individual and group presentations, peer review of writing, research, peer tutoring, peer counseling, tutorials, simulations, and drills, and practice with emerging technologies (Chung, 1994; Santoro, 1995; Berge & Collins, 1995a). CMC (conferencing, informatics, and CAI) has obvious application in instruction. The central issue here is not that CMC just allows users to do things that could not be done before, but that CMC allows users to do things which would previously have been too costly in terms of time, technology, and resources. The ability to use and work with the most technologically sophisticated equipment when resource barriers are overcome in turn facilitates new ways of thinking and working together (A. Chandler, personal interview, November 10, 1994; J. Burks, personal interview, November 8, 1994; Rheingold, 1994). + Page 37 + REVIEW OF LITERATURE Issues for Investigation. What are the most effective and appropriate ways to use CMC as an instructional tool? Who and how does it assist? Who and how does it harm? Given the propensity of technology vendors to tout CMC as a panacea for all instructional woes, what phenomena are important to investigate? Where do the particular strengths of CMC really add value to the student's educational experience? How can CMC be designed to maximize its benefits and minimize its limitations? What are some of the disadvantages to using computers as a tool for instruction and for instructional communication? The most obvious communication feature of CMC, lack of paraverbal and nonverbal cues (facial expression, tone of voice, body postures, eye contact), can be as much a benefit as a problem. When users read email, personal identifiers (race, gender, physical condition, economic level, age, and social status of the senders and receivers of messages) are not so readily apparent as under other communication circumstances, although the effect can be mitigated when students see one another in class. However, "lack of social cues and face-to-face interaction [can] increase[s] the sense of isolation for persons using this medium to teach and learn" (Berge & Collins, 1995a, p.5). In response to this paucity of non-verbal contextual cues, users of CMC have invented methods of conveying nonverbal information with symbols called emoticons, "figures created with character symbols on the keyboard that are used to convey the context in which a line of text is typed" (Love, 1992, p.11). The emoticon for wink, ;-) is common knowledge among CMC users, as is the emoticon for hug, (). CMC users in a classroom setting also engage in specific relationship-building strategies, such as elaborate apologies, and frequent use of affectionate terms, to alleviate discomfort with the non-contextual communication environment (Chung, 1994). + Page 38 + The economic and psychological costs of computer mediated communication must be taken into account. Certainly, the institutional economic costs can be considerable. These include preliminary financial investments in hardware and software (including initial purchase, installation, maintenance, troubleshooting, and repair), training time, curriculum (revision) costs, and the short term productivity loss often associated with a learning curve. Psychological costs should not be minimized either. These include the effect of information overload on instructor and student, and, as mentioned previously, the issues engendered by lack of social and nonverbal cues. For communication instructors, understanding of the use of technology in teaching has been shaped by traditional notions of communication networks (Littlejohn, 1992). Technology has generally been unexplored as a factor; communication networks have been conceptualized as networks of individuals interacting using a transparent technology (one which has no effect on the communication). However, the view of technology as transparent in communication networks is limited. "[T]he synthesis view is of a people-as node network interacting with a technology-as-node network. This paradigm reflects a network revolution and evolution." (Danowski, 1988, p. 387 quoted in Love, 1992, p.5). From a pedagogical perspective, the point of injecting new technology, rather than to add nonessential frills to the basic communication course vehicle, is to deal with recognized shortcomings in the process. "CMC is appropriate for course support only when it either solves recognized problems with the course or when it adds significant advantages for the students" (Santoro & Phillips 1994, p.4). The nature of CMC facilitates a shift in focus from teacher-centered or content-centered education to student-centered teaching and learning (Berge & Collins, 1995a; McComb, 1994). The value of providing an environment for learner-centered instruction is widely acknowledged (Nyquist & Wulff, 1992). + Page 39 + Examples of specific teaching and learning enhancements abound in the recent literature (Baldwin, 1995; Chen, 1994; Kinner & Coombs, 1995; McComb, 1994; Pemberton & Zenhausern, 1995; Szabo, 1995). Instructors can design the use of email to enhance writing skills and critical thinking. Because email is a tool that can facilitate communication in individual or group formats within the same room or building, or can extend communication over enormous distances, at any time, and across cultures, email expedites communication by its very nature. "[T]he speed of message delivery, the efficiency of asynchronous communication (because all parties need not participate at once), and the number and geographic spread of participants" transform the opportunity for teaching (Culnan and Markus, 1987, in Love, 1992, p.5). No longer are students excluded by limited hours or long distances from contact with instructors, or access to research facilities. Instructional communication theories acknowledge the importance not only of providing information, but of mediating the relationship of one human to another. In the Speech Communication Department at San Francisco State University, an important element in instructor evaluation is the availability of teachers to answer student questions, and provide timely guidance, a mark of caring (as reported in students' evaluations of instruction) in the relationship. The ease of email communication (when students are properly trained, and equipment is not at issue) which promotes instructor availability and rapid response, and provides the reward of extended interpersonal interaction to student and teacher alike (McComb, 1994, p. 164). A note of caution must be sounded here, however, because it is unlikely that CMC use in instruction will result in a net reduction of time spent dealing with students. It is well documented in the literature that the number of teacher-student contacts will increase markedly and subsequently the time involved (Santoro & Phillips, 1994; Berge & Collins, 1995a). + Page 40 + Student Learning. Any investigation of CMC's impact on student learning requires specific assessments of cognitive, affective, and behavioral learning, as CMC may have different effects in each of these areas. Cognitive learning is typically measured by using fact based exams which test for information retention, essay exams which demonstrate capacity for analysis, synthesis, and evaluation, and skills knowledge exams, which demonstrate knowledge of concept application. Affective change and improvement is generally shown in self reported values development and with pre-testing and post-testing for value shifts. Behavioral learning is often assessed with observation of psychomotor skills development, based on specific objectives and evaluation criteria. Chen observed 54 students over a period of twelve (12) weeks. Students prepared debate arguments in small groups and used email to correspond both with group members, and with debate partner groups. Pre and post tests of intercultural sensitivity (22-item Intercultural Communication Attitudes Scale, Chen 1993), and computer anxiety (20-item Computer Anxiety Scale, Marcoulides & Wang, 1990) were administered. Based on the finding that cross-cultural communication is facilitated by CMC, participants were expected to be more likely to disclose, share more information, and learn more about other cultures than in traditional face-to-face cross-cultural encounters, (Ma, 1993, 1994, in Chen, 1994; Egdorf & Rahoi, 1994). This effect may be attributable to the lack of social context clues. The project's expected outcomes were that students would increase intercultural sensitivity and experience reduced computer anxiety. The email debate format increased intercultural sensitivity [M = 3.37 (pretest), 3.86 (posttest); p < .005] significantly, and decreased computer anxiety [M = 3.10 (pretest), 2.50 (posttest); p < .01], two noteworthy accomplishments in today's multicultural and computer centered society (Chen, 1994). + Page 41 + Santoro & Phillips (1994) gathered data from six years of teaching group problem-solving using email in a course focused on problem solving skills development. In a simulation of a work setting, students were required to produce a group report on a substantive (campus) issue. Students used email to correspond with one another in the process of accomplishing class projects, which required the development of proficiency in problem-solving. External reviewers of the students' product agreed that students using email showed more competence that students in classes using only in-person contacts. The significance of email functionality is that email makes it possible for students to "simultaneously [act] independently and have access to the instructor without having to wait for class time or office hours" (McComb, 1994, p.161). To put it bluntly, a student is no longer restricted by how far she lives from campus, nor by how many hours he works, or by her shyness, or by his speech impediment, from participating in valuable extra- class interaction. Email communication can facilitate a feeling of safety in communication, given that a communicator can take the time to compose her thoughts without interruption, and without concern for interruption or censure. These new freedoms, if well facilitated, and structured to provide opportunity, can create an environment that fosters creativity and construction of knowledge, which has been characterized as the "liberatory classroom" (Shor, 1987, pp. 119- 123, in McComb, 1994), and is truly the goal of a liberal arts education (Sale, 1989). + Page 42 + The emphasis on multicultural diversity in education today includes people from all classes, ages, genders, nationalities, ethnic backgrounds, and levels of ability. The minimization of social cues via text-based CMC can be a cultural equalizer (Berge & Collins (1994a), and increase participation in the learning process. Increased participation and self-initiated learning are generally recognized as conducive to increased learning (Rogers, 1983, p. 162-164). Those who will not speak in the presence of others due to communication apprehension related to status and power issues can be thus empowered by CMC. CMC functions to conceal handicaps by "span[ning] space and time barriers, allowing a person to work, learn, and communicate from those places and at those times that are most convenient" and promotes student participation despite access issues (Hiltz & Turoff, 1978, p.169, in Brody, 1992). Upon occasion, such concealment can be problematic; an automatic assumption in producing CMC products for people with disabilities is that they work in isolation rather than in groups (Brody, 1994). However, the importance of such minimization and concealment may be generalizable to other social categories which function to moderate behavior and response; for example, gender, race, nationality, and age cues are concealed when using CMC. In fact, generalizability is a convincing thesis, when one considers the fact that CMC "lessens or alleviates stigma due to maximization of integration and interaction and minimization of difference (Brody, 1994). As students and teachers develop new ways of working together "the roles of students and teachers will change" (Berge & Collins, 1995a, p.4; Gunawardena, 1992). "[B]ecause students must manage their own learning, this newfound independence may be a hindrance to those students who need more structure." (Berge & Collins, 1995a, p.2). Curricula must be developed to assist students in managing this newfound independence, and to take full advantage of the shifting roles of instructors and students as the learning paradigm moves from teacher-centered to learner- centered (Gunawardena, 1992). + Page 43 + Flexibility of access, time, and location are issues in designing curriculum to empower students in using Computer Mediated Technology. The importance of institutional support for successful integration of CMC into a course curriculum, and the critical nature of ease of access to CMC technology are not "simply [a problem] of convenient access to a computer" but must be considered as paramount factors in designing CMC- based curriculum. A greater commitment of time on the part of the instructor will almost certainly be required, but this can pay off in an increased student commitment as well. One factor the instructor must take into account is initial productivity loss related to training time, although the investment is likely to pay off in increased student participation and enhancement of affective learning (McComb, 1994; Santoro & Phillips, 1994). CMC enhances the learning of communication theory by allowing teacher-student and student-student interaction independent of timing and proximity constraints. Greater opportunity exists for exchange of ideas, clarification of misconceptions, and discussion and construction of knowledge than in a traditional setting, where communication interactions are limited to classroom and office hours, and by teacher and student schedules (Jackson, 1994; Owen-Cruise, 1994; Vician & Brown, 1994). CMC facilitates learning the theory and practice of interpersonal communication by providing an opportunity to practice interpersonal interaction more extensively and with a greater variety of partners than in a physical setting (Miller, 1994). Working with the theory and practice of small group communication is facilitated because CMC allows each member of a class or study group to participate more fully. Those who may have little or nothing to say in a face-to-face setting can be empowered to communicate when unconstrained by the articulateness or garrulity of other group members and given time to compose and communicate their thoughts, although this is an area where the + Page 44 + instructor must take care, as in the classroom setting, to encourage the less forthright student, or those who believe that what they have to say is of little or no value. In an analysis of discussion groups, Miller (1994) argues that when relational cues are absent, students tend to take more care in forming arguments, perhaps because they realize the limitations of the medium. Others contend that students are more facile with writing (and email is a medium of writing) because of their lengthy experience and training in the composition of written work (Berge & Collins, 1995a). CMC enhances the learning of the theory and practice of public communication by providing student's with a forum for experimentation with classical argument that is 'safer' than the traditional public communication forum; the physical body and personal characteristics of the speaker are not exposed, and many standard non-verbal communication cues are hidden from message receivers. RESEARCH PROPOSAL "The new applications of human communication via computers offer those concerned with lessening inequality of well-being in America and the world an opportunity to help to equip the disadvantaged" (Hiltz & Turoff, 1978, in Brody, 1994, p. 27). Given this opportunity, and because the benefits and limitations of CMC as an enhancement to learning remain largely unexplored, the following study is proposed. Issues For Investigation The notion that CMC can produce enhanced teaching and learning in the basic speech course has been discussed extensively above. The review of literature shows three areas which call for further research in relation to the hybrid basic speech course. The research proposal discussed next in this paper details ways in which the effects of CMC in teaching the hybrid basic speech course at San Francisco State University might be tested effectively, based on the Speech Communication Department's current curriculum structure and available campus computing facilities. + Page 45 + Areas yet to be studied in depth include, among many, 1) how CMC in the classroom setting affects cognitive, affective, and behavioral learning, 2) ways in which distance learning via CMC is beneficial and detrimental to cognitive, affective, and behavioral learning, and 3) the ways in which interpersonal communication is shaped by the lack of paraverbal and limited nonverbal cues in the CMC environment. In this instance, I have chosen to study the ways in which CMC affects cognitive, affective, and behavioral learning because this area of study is a logical precursor to the study of distance learning, and subsumes the issue of paraverbal and nonverbal elements when using CMC. SFSU has provided its faculty and students with reasonable, if not vast, computer resources. The available population of students is a subset of the population to be affected by anything we might learn from this study (since the field of study is education), and therefore, an excellent object for this study. Hypotheses to be tested H1: Cognitive learning will be positively and highly correlated to classroom use of CMC (i.e., electronic mail, electronic research media, and multimedia audiovisual learning aids). H2: Affective learning will be positively and highly correlated to classroom use of CMC (i.e., electronic mail, electronic research media, and multimedia audiovisual learning aids). H3: Behavioral learning will be positively and highly correlated to classroom use of CMC (i.e., electronic mail, electronic research media, and multimedia audiovisual learning aids). + Page 46 + Goals The survey is designed to accomplish two objectives. First, the results will describe certain aspects of the sample to be studied, generalizable to the larger population, including demographics, background, familiarity with computer use, etc. Second, the results will explain the ways in which CMC enhances cognitive, affective, and behavioral learning. Methods The study will be a longitudinal single-sample panel survey, organized in a Solomon four groups design. The length of the study (one semester) is appropriate to the longitudinal panel method, mortality within this period should be minimal, and a semester is a logical learning sequence unit of time. The population to be studied is California State University (CSU) system students participating in basic communication courses during the summer semester 1995. The sampling elements are San Francisco State University (SFSU) students participating in basic communication courses during the summer semester 1995. The sample size required is 1100 participants to account for mortality, with a confidence level of 95% and a confidence interval of 3%, and a conservative estimate of parent population homogeneity p=3.5. Two measurement instruments will be used, with the intention of capturing demographic and descriptive information, as well as assessing affective, behavioral, and cognitive learning. The size of the sample to be surveyed, and the constraints of conducting the survey within class time during a summer session, make oral interviews impractical. Students will be randomly assigned to one of four groups, using the Solomon four group design. The study will survey for demographics, including age, economic class (income level), educational background, ethnic identification, gender, race, religious affiliation, and previous experience with computers that could have an effect on learning in a CMC classroom environment. + Page 47 + A classroom unit using CMC (email, informatics, and multimedia) will be presented, and pre and post tests of learning will be administered. Demographics and attitudes tests, and knowledge and skills assessment tests will be administered to Groups I and II, Groups I and III will participate in the CMC classroom unit, Groups II and IV will not participate in the CMC classroom unit, and Groups I, II, III, and IV will be given the post test. Some mortality in the sample can be anticipated due to registered students dropping classes. This mortality will be alleviated by administering the pretests after the first week (since this research is planned for a four week summer session). In this design, the categorical independent variable is Computer Mediated Communication, with three factors (email, informatics, and multimedia). The continuous dependent variables are affective learning, behavioral learning, and cognitive learning. Bivariate correlation tests will be used to discover whether an increase of affective, behavioral, and cognitive learning occurs among the treatment groups over that of the control groups. If such an increase is measured, significance of difference tests will be applied to determine the significance of the increase. As this is a work in progress, the author solicits your input and response. Email address: deirdre@sfsu.edu. APPENDIX Definition of Key Terms: (Barnes & Greller, 1994, McComb, 1994, Santoro, 1994) BBS Bulletin Boards, where the user sees a menu of newsgroups on various topics; after selection of a particular newsgroup, the user can read current messages and post messages. CLI Command Line Interface; the operating system prompt where a user types commands into a computer system. + Page 48 + Email An asynchronous method of text communication; users have mailboxes and folders where messages can be composed, sent, received and stored. GDSS Group Decision Support Systems; electronic facilitators of collaborative synchronous and asynchronous work communication which combine computer technology, video, audio, and telecommunications services Gopher A menu-based information access and retrieval program originally designed at the University of Minnesota; allows the user to obtain information from the Internet without needing to know where the files are actually stored. GUI Graphical User Interface; a means of accessing computer and network capabilities using icons which represent tools, and information. It is distinct from Command Line interfaces in that the user does not need to know the language of the machine, but merely selects an icon with mouse or keystrokes in order to start the desired program or access the desired interface. Hypermedia Computer accessible information which, when displayed, highlights links to topic-related concepts and information. For example, in the following sentence, Byzantine Architecture is a link. "The house on the corner of Pine Street is a typical example of Byzantine architecture." When selected, the link would take the user to a discussion of the history of Byzantine architecture. + Page 49 + IRC Interactive Relay Chat, also known as interactive messaging, is a synchronous form of CMC; all parties to the communication are online simultaneously; each participant can see what all other participants are seeing as it occurs (i.e., typing words or generating graphics or calculations on the screen. MOO Multi-user Object Oriented virtual reality spaces; similar to IRC in that all users online at the same time can be in communication. These facilities are also used to produce virtual reality objects, so that the user experiences different environments, locations, etc., in accessing the MOO. MUD Multi-User object-oriented Dungeon; a MOO that is devoted to playing computer games, especially Dungeons and Dragons. WWW World Wide Web; a hypermedia information retrieval system, in which highlighted text or objects are linked to related information. The WWW is similar to Gopher, except that the information available is not limited to text, but includes graphics, movies, and sound. REFERENCES Baldwin, G. D. (1995). Computer-Mediated Communication and American Indian Education. In Z. L. Berge & M. P. Collins (Eds.) Computer Mediated Communication and the Online Classroom: Overview and Perspectives (pp. 113-136). Cresskill, NJ: Hampton. Barnes, S. & Greller, L. M. (1994) Computer-Mediated Communication in the Organization. Communication Education, 43(2), pp. 129-142. + Page 50 + Berge, Z. & Collins, M., (Eds.). (1995a). Computer-Mediated Communication and the Online Classroom: Overview and Perspectives. Cresskill, NJ: Hampton Press. Brody, L. B. (1992). Computer-Mediated Communication Technology and the Handicapped: A "Stigma-Busting" Model. Paper presented at the Speech Communication Association Convention, Chicago, November 1992. Chen, G. (1994). The Effect of E-Mail Debate as a Teaching Tool: A pilot study. Paper presented at the Speech Communication Association Convention, New Orleans, November 1994. Chung, J. (1994). Relational Needs and Relationship Building Strategies in E-mail Communication: A Classroom Case. Paper presented at the Speech Communication Association Convention, New Orleans, November 1994. Egdorf, K. & Rahoi, R. L. (1994). Finding a Place Where "We All Want To Hear It": E-mail as a Source of Social Support. 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Merrill. + Page 52 + Rheingold, H. (1994). The Virtual Community. Reading, MA: Addison-Wesley. Sale, R. (1989). A Mind Lively and at Ease. In H. Costner (Ed.), New Perspectives in Liberal Education (pp. 3-23). Seattle: University of Washington Press. Santoro, G. M. (1995). What is Computer Mediated Communication? In Z. L. Berge & M. P. Collins (Eds.), Computer Mediated Communication and the Online Classroom: Overview and Perspectives (pp. 11-27). Cresskill, NJ: Hampton Press. Santoro, G. M. (1994). The Internet: An Overview. Communication Education, 43(2): 73-86. Santoro, G. M. & Phillips, G. M. (1994). Computer-Mediated Communication in the Basic Communication Course. Paper presented at the Speech Communication Association Convention, New Orleans, November 1994. Szabo, M. (1995). Enhancing the Interactive Classroom Through Computer Based instruction: Some Examples From Plato. In Z. L. Berge & M. P. Collins (Eds.), Computer Mediated Communication and the Online Classroom: Overview and Perspectives (pp. 165-192). Cresskill, NJ: Hampton Press. Vician, C. & Brown, S. A. (1994). Computer-Based Communication and the Classroom: The Practical Concerns of Implementation. Paper presented at the Speech Communication Association Convention, New Orleans, November 1994. + Page 53 + --------------------------------------------------------------- BIOGRAPHICAL NOTE Email: deirdre@sfsu.edu ------------------------------------------------------------------------- 5. Copyright Statement ------------------------------------------------------------------------ Interpersonal Computing and Technology: An Electronic Journal for the 21st Century Copyright 1995 Georgetown University. Copyright of individual articles in this publication is retained by the individual authors. Copyright of the compilation as a whole is held by Georgetown University. It is asked that any republication of this article state that the article was first published in IPCT-J. Contributions to IPCT-J can be submitted by electronic mail in APA style to: Susan Barnes, Ph.D. Editor IPCT-J, SBB3007@IS2.NYU.EDU _