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Subject: Long (44K) EDCMC field study

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140 (of 146) ADRIAN HOADREDDICK Apr.  3, 1992 at 14:29 (38676 characters)

           EDUCATIONAL COMPUTER-MEDIATED COMMUNICATION:
                   A FIELD STUDY OF RECENT RESEARCH

                          Susan L Cole
                            Mary Beam
                            Lynda Karn
                       Adrian Hoad-Reddick

               Ontario Institute for Studies in Education

                submitted to: Rob Higgins and Bob McLean

                             3551S92

                           April 3, 1992.

INTRODUCTION

Margaret Riel has noted that "the number and size of national
and international projects available to schools has increased
dramatically in the last few years. Advocates of these
invisible communities claim that students can acquire content
knowledge and develop academic skills from well structured
educational exchanges via electronic networks, but frustration
and failure accompanying poorly designed communication
systems, new and undefined social roles, and unstructured
educational activities leaves others sceptical of these
claims. A careful review of the research on networking
successes, as well as failures, can help in the constructive
definition of this new learning environment." (Riel, 1991-
1992, p.5)

In this paper, we will report on an investigation using
electronic mail, listservers, computer mediated conferences
and conference material to contact researchers in the field
of educational computer-mediated communication (CMC) to
discover and assess new directions in research. Our focus will
be on the research processes and methodologies used rather
than reporting on particular findings of the contacts and
authors.

A great deal of current literature centres on anecdotal
reports of experiences. However, as activities involving
educational CMC mature, it is hoped that more emphasis is
being devoted to applying the principles of qualitative
analysis to support discoveries about the qualities of and
responses to the medium. It is our intention to investigate
some research which is presently being effected to see if
there are shifts in emphasis and methodologies. Although
not all of the following criteria will be applied to every
investigation, the following will serve as a guideline.

CRITERIA

This field study is chiefly concerned with substantive
contributions to knowledge building within the educational CMC
discipline.  We review the studies using research criteria, not
applications criteria, seeking processes, methodologies and
perspectives inherent in current or recent research.  The authors
of this study are cognizant of the influences that impinge on the
broad intent of our field study.  We are guided by the research
questions, our research instruments, the concepts and categories
employed by authors in previously related studies (to a lesser
degree) and by the data themselves.  That is, our focus is
derived from the questions we asked (see Appendix C) and the
nature and form of the studies received.

In determining what components of the materials or projects
reviewed are valuable to the research process and what components
are insufficient, we have considered Gowin's Vee as our common
heuristic. Our discussion is structured by Robin Mason's three
paradigms for evaluating applications of computer conferencing.
Although not all of the following criteria are applied to every
investigation, they do counsel our study:

BACKGROUND INFORMATION AND SUPPORT FROM THE SOURCES

Is there evidence that the research is derived from prior
knowledge claims, principles and theories?

Are the theoretical and conceptual sources for the research
explicit?

What are the knowledge claims employed in the investigation and
their applicability to present literature? Is there merit in the
hypothesis or investigation in light of prior knowledge?

METHODOLOGY

What is the nature of the records of events or objects?

Are the data provided by the researchers?

Are the data logical and comprehensive, and generated in a manner
appropriate to the circumstances?

How are the data coded?  Are qualitative and/or quantitative
methods employed?  Are those methods computer-based?  Is data
reduction comprehensive and logical?  Is data collation valid and
warranted by the data?

Do conclusions flow from the data and methodologies?

What knowledge claims may be derived from the study?

Is the presentation sequential, well documented and supported?

Who are the participants in the study?  Are they a logical group
to investigate or are they involved in an artificial situation?

RESEARCH DISCUSSION

The following discussion has been organized according to the
three paradigms outlined by Mason in her upcoming chapter on
methodologies for evaluating applications of computer
conferencing:

"Postpositivism: an experimental, quantitative core buttressed
by critique from varied analysis, theoretical perspectives, and
value frameworks, combining the use of survey and observational
data, with regression and cluster analyses.

Interpretivism: based on the social constructions of meaning
being inherently time and place dependent; therefore, relies
heavily on qualitative methods, especially interviews and
observations and acknowledges and legitimates the value-laden
nature of inquiry.

Critical Theory: seeks to illuminate the historical, structural,
and value bases of social phenomena and to catalyze political
and social change - not through particular methods, but through
awareness of one's situationally-located standpoint."
(Mason, in press, p. 2).

These paradigms have been broadly applied; the determining
criterion used was the concept of knowledge assumed by the
researcher.  The majority of studies discussed assume an
objective knowledge to be explored and confirmed by experiment
using instruments developed and tested through a specific
discipline (Post-Positivism). A few responses, classed as
"position papers" in this review have resonance with the
Critical Theory paradigm in challenging the organizing forces
shaping our research and informing applications.  Finally,
preliminary studies are described which seek to construct
knowledge in context to a specific social forum (Interpretivism).

A  Postpositivism

  (i) "Differences between Computer and Non Computer Mediated
       Communication:  A Preliminary Experimental Study"
        Paul Scovell (April, 1991)

This study used a quasi-experimental design drawing population
samples from both on-campus classroom students (non-CMC)
and members of on-line public bulletin boards (CMC)  Subjects
were asked to respond to a single question, and responses were
analyzed using a writing analysis tool (Grammatik III).  A
statistical analysis was conducted to determine significant
differences in writing style, content, level and clarity.

Linguistic analysis is commonly used in CMC research due to the
textual nature of the medium.  Ferrara, Brunner and Whittemore
(1990) in their discussion of reduced register in CMC
communication identified specific characteristics, such
as copula deletion omission of articles, to study this
discourse community.  The use of instruments developed and/or
accepted in several different disciplines reflects the inter-
disciplinary convergence supported by research in technology.
While Scovell has chosen a tool developed to analyze and improve
written discourse, Roulet demonstrates in his on-line content
analysis a similar utilization of a more conventional tool
(Interact System Model) to research a new context. (Roulet, 1990)

Scovell declines to generalize results due to the small sample
size, and the non-standard sample groups.  He intends to
conduct further studies in this area: "using the same approach
but using the same audience for the cross analysis.  There are
many implications for how we teach writing and what kinds of
effects the computer may have on the writing process.  There are
also implications for the teaching of writing specifically for
CMC, including word processing and the writing of E-Mail messages."
(P. Scovell, personal communication, March 17, 1992).

(ii) "Cultural Contact and Chiming: Building an On-Line
       Community"  Boyd D. Davis and Jeutonne P. Brewer.
       March, 1992.

This is continuing research investigating the nature and
effects of 'chiming', specifically in relation to constraints
of the medium of CMC.  Chiming has been defined as a metaphor
introduced by the researchers to refer to "the ways that topic,
metaphor, and syntax function as factors that create community
and conversation in electronic conference discourse". The current
study involves students in two "class-communities" and analyzes
the inter-community discourse in relation factors such as
cohesion, referentiality, repetition and politeness.

 An interesting precedent study to this by Danowski (1982) in his investigation
of network-based analysis defines an
evolving form of social group segmentation which he labels
"infographic".  He suggests that communcation behaviours
which differ across demographic factors such as network
structure and variables.

Levin, Kim, and Riel (1991) in their discussion of network
communities refer to "participant structures" developed
by Phillips to analyze interaction in educational settings.
The knowledge of structures most likely to succeed has been
built into studies such as the one under discussion insofar
as specified tasks, access, shared interest and a sense of
responsibility to the group have become "givens".  While Levin
et al in the 1991 study used intermessage reference analysis
to produce a graphic map of conversation, Boyd and Brewer have
chosen analysis tools from previous linguistic studies such as
Givon's measures of Referential Distance and Decay, and Biber's
Dimension 3.

Analysis of discourse in a situation controlled for external
variance is expected to contribute significant knowledge to
the construct of on-line community.  "Understanding the
predictable may help professionals design and analyze
additional models for computer-based writing" (Boyd Davis,
e-mail abstract, p. 3).  This research is warranted in a traditional linguistic
analysis of social communication.

(iii) "Tools for the support of on-line cooperative
         problem-solving at a distance"  Elske Heeren, 1991.

Research currently being conducted at the University of Twente,
Faculty of Education in Holland is investigating tools to
support group work conducted by students in distance education.
The researcher will study small groups of people working on
specific tasks related to "a field of declarative knowledge."
A concept mapping tool called "Begrip" will be introduced to
assess its value in support of problem solving.  This research
will have implications to the design of co-operative learning
environments.

The empirical design of this study will allow a more close
investigation of the social and cognitive processes of group work.  Empirical
studies such as that of Kiesler, Siegel and McGuire
on the social and psychological aspects of CMC have been limited,
due to the difficulty in establishing experimental conditions in
the educational community.  Statistical discourse analysis has
frequently been the chosen method, although content analysis such
as that of Harasim (1989) and Mason (1992) may prove more
valuable to the "construct" of knowledge.

The research program of Heeren will find conceptual warrant
in the growing body of knowledge of co-operative group
work in education.  Evaluative and analytic studies by Hiltz
(1988) and Turoff (1989) of the EIES Project and system design
applications as described by Whitescarver et al (1988) have
brought forward knowledge and value claims to inform future
work such as this.

(iv) "Annotating Practices of Writing Teachers: Electronic
        Mail feedback on ESL Student Writing"  Robert Hoffman
        March 1992

In brief, this researcher is collecting data from transcripts
of e-mail materials written by students and marked/annotated
electronically by ESL teachers.  He is interviewing students
and teachers on attitudes towards the mediation, and the medium.
This study would appear to incorporate methodology from both the linguistic
tradition of discourse analysis, and more interpretive, contextual evidence
which will be used to support value claims.

The contact has been included here for two reasons. This
investigation represents an interesting research perspective
insofar as systems of annotation are an aspect of pedagogy,
rather than linguistic tradition and will therefore generate
claims relevant to education.  As the study of electronic
technologies expands and feeds into a growing body of
knowledge(s), studies of special populations such as ESL students
will appear more frequently. This is becoming evident from
conversations on the listservers, with one of the more recent
lists being created to discuss issues concerning disadvantaged
and handicapped communicators.

  (v) "The relationship between personality and e-mail
       usage"  R. Carroll and R. Schipke. May 1991.

This study used a standard instrument from the discipline of
Psychology, the Myers-Briggs Type Indicator, to explore the
relationship between e-mail usage in a freshman composition
class and personality type.  Transcript analysis of e-mail was
conducted for frequency and communication type.

The most definitive study of the social/psychological
characteristics of CMC users to date appears to be Hiltz's
study (1988) in her final evaluation of the virtual classroom.
Data was collected primarily by questionnaire may therefore
be considered less reliable than less subjective data; however,
the size of the sample population studied lends credibility to
the interpretation.  The work by Carroll and Schipke would be
replicable in the tradition of post-positive research, and
provides evidence warranted by a social science ideology.

B Position Papers

"External change, then, may be considered the prime character-
istic that distinguishes technology from unembodied knowledge.
In the sense that change or rearrangement is necessarily a
consequence of or a type of application, we might say
that there is no such thing as unapplied technology...At the
same time, all technologies originate in acts of understanding
in the wholly intellectual, purely Kantian interplay of mind
and matter that is knowledge" (Levinson, 1988, p. 73).

In the course of collecting current research for review, several
papers were received which state a position, propose a research
orientation or review the state of the technology.  The four
papers briefly outlined in this section are indicative of both
the breadth of the field, and the potential for further study.
Mason cites a discussion by Gary Boyd of the concept of "life-
world" and "rational discourse" (Boyd, 1989) as an example of
the Critical Theory paradigm as applied to computer conferencing.
With this in mind, the papers received from Sam LanFranco
entitled "Thinking about Computer Mediated Education", and
"Teaching the Expert, the Citizen and the Wise in the Computer
Age" appear to introduce an aspect of Critical Theory.  In both
papers, there is an "awareness of one's situationally-located
standpoint" which typifies this paradigm.

The first paper, dealing ostensibly with the design of computer
based educational facilities in Ecuador contains several
references to positions, values or beliefs about the relation
of technology and societal change. "It was viewed as an exercise
in technology transfer and innovation.  The belief behind the
paradigm is that the new computer mediated technologies will
change the way in which knowledge is produced, distributed,
stored and used.  In particular, computers linked to computer
mediated communications will transform  social processes in
a third revolutionary wave..." (Lanfranco, 1992b, p.2) and "A
technological revolution is most accepted by society and most
pervasive when its features disappear into the fabric of everyday activity"
(1992b, p. 3).

The second paper challenges the continuation of certain social
roles as currently defined:  "I will focus on the decomposition
of the skills of the expert, its implications for social process
and the issue of where 'wisdom' resides in society..." (Lanfranco,
1992a, p. 2) and "With society having networked access to 'facts'
and 'tools', attention will shift toward the notion of the wisdom
of the group, as opposed to the wisdom of the expert..." (1992a, p. 3).
Lanfranco proceeds further to state that: "...if the computer age
makes the 'facts set' and analytical skills increasingly available
to all, why should these resources be private, corporate,
intellectual properties..." (1992a, p.3).

Ed Lowry has submitted a unique article entitled "Formal Language
as a Medium for Technical Education" in which he discusses the
development of a universal language, called Leibniz to support
technical literacy.  The rationale and grounding for this new
language form is in linguistics, cognitive science and philosophy.
The language would be built up of "primitives" which reduce
"extraneous complexity", thus improving the accuracy of system modelling, and
clarity of understanding.  While highly theoretical,
the proposed language, if approached by way of the "reduced
register" of Ferrara, Brunner and Whittemore (1990) or related work
in concept mapping by Novak (as cited by Lowry) can be viewed as a construct in
need of focus questions.  It would be appropriate to ask
how well the nodal structure will support a non-linear process such
as CMC, or to test the graphic potential of the language structure in
terms of concept mapping.

The final article in this section is a discussion paper by
Michael Day, which takes as its focus the rhetoric of the new
writing classroom.  With reference to ENFI (networked real-time
written conversation in the composition classroom), Day proceeds
to raise process questions from his background in the study of
rhetoric.  Rhetoric he defines as "the search for the best available
means of persuasion" (as per Aristotle).  Using transcript references
to support his perspective, he suggests three areas of focus:
interactions between teacher and the student (authority, control,
self-validation); student to student interactions (hierarchy, norms, affect);
interaction between student and the subject matter.  The
article is oriented to applications of CMC, but suggestive of a
research perspective based in an ancient art.

C Interpretivism

  (i) "Computer-Mediated Communication to Facilitate Seminar
       Participation and Active Thinking" Leonard Shedletsky.
       March, 1992.

The paper transmitted by Leonard Shedletsky outlines the develop-
ment, delivery and evaluation of a seminar module included in an
undergraduate course in Communications Theory.  The intent of the
author in the creation of the on-line module was to facilitate
seminar participation and active thinking.  In planning the module,
the author consulted colleagues on-line and literature reviews of
similar pedagogy, such as the review of CMC introduction at Indiana University.
 Using information from these sources, the author was
able to anticipate student resistance to CMC, and to debating on-line.

The methodology used in collecting evaluation data included
transcript analysis, user surveys and student journals. User
questionnaires are common evaluative instruments and can be
used in a quasi-experimental design, as evidenced by Hiltz,
to validate hypotheses containing concepts similar to this study: "Hypothesis
3: ...convenient access, increased participation, improved...expression of
ideas, increased access to professor,
computer comfort..." (Hiltz,1990, p. 147).  Participant journals,
according to Mason, when "used in combination with other evaluation
techniques... provide valuable data to explain and enhance other
evidence, particularly quantitative" (Mason, in press, p. 10)

The author has included both survey results and transcript
extracts as part of the paper to support tentative
conclusions which support his implementation goals.  Sweet,
Anderson, and Halenda in a study of the adoption and use
of CMC state that user satisfaction with CMC requires:
" - a perception of the system's utility or, more specifically,
some evidence of improved productivity through savings in time
or improved quality of service and... a sense of social cohesion
among the users based on the ability to freely express one's point
of view, as well as a feeling of having established some measure of personal
contact with other system users" (Sweet, Anderson &
Halenda, 1991, p. 73).  There is evidence of both qualities in the
users transcripts included in this paper.

While the author has not intended to structure the paper as a
scientific study, the methods for data collection and samples
included indicate that further structured inquiry could support
evidence available in the reseach community.

  (ii) "Collaborative Computing Work Groups" Jacqueline
        Robertson.  November,192.

In this report, the author briefly outlines her study of group
work in which she explores the differences between computer
conferences and face-to-face focus groups.  Focus groups are
described as:  "...group discussions that centre on topics of
particular concern to both the participants in the group and the
researcher.  The researcher typically takes the role of the
moderator, and participants discuss a particular topic among
themselves..." McClure, Bishop, Doty & Rosenbaum (cited by Mason,
in press, p. 6).  The collection of data using a group interview
technique has been infrequently used in research, but may become
more popular as participants become accustomed to the technology
as there are significant time savings.  The author of this
report has used a variety of data collection methods in order
to triangulate and enrich her evidence.

The study is situated within the ideologies of social science
(specifically the discipline of sociology) and pedagogy. As
is detailed in studies by Harasim, Higgins and Turoff the
author asserts that:  "Groups are a more productive, innovative,
creative and effective way of carrying out work."  While the
Higgins study focused on synchronous communication and the
support of cognitive strategies, the work by Robertson is more
concerned with group communication and alternative structuring
concepts such as nominal group techniques. Turoff includes
sensitivity to group norms and organizational structure in
his list of desirable attributes for future system design.
All studies, however, agree that "certain techniques are more
appropriate for some learning activities than others..."
(Higgins, 1990).  This appears to be an area rich in potential
for future research.

  (iii) "Preliminary Report: Adult Student Using Computer
          Conferencing" Daniel Eastmond.  February, 1992.

This is an interesting study using methodology including un-
structured interviews and participant observation to assess
the introduction of computer conferencing in an indepedent
degree program. The author identifies several emergent themes
from his observations and invites feedback and reaction as
part of the research process.  Mason classifies participant
observation under "case study methodology" and identifies it
as: "inductive, allowing hypotheses concepts and generalizations
to emerge....'While interviewing gives a secondhand account of
actual experience, observing as a participant gives firsthand
experience of the event being studied...."  The advantages of this
method are that it is possible to give a rich and wide-ranging
picture of conferencing application, providing multiple points of
view and to develop standards and theory which can be tested by
other methods and applications..."  (Mason, in press ,p.8)

Of the emergent patterns and themes, there are concepts both
in current research, and issues to be addressed.  Of the
latter, the change in the perception and behaviour in
conferencing over time and the perceived nature of on-line
relationships are current discussions in the listservers and
have caught the interest of several researchers in the field.

  (iv)  "CMC use with adolescents with physical and
         developmental disabilities" Sharon Lang.  March, 1992.

Ms. Lang is engaged in participatory, or action research which
is integrated into a regular life skills program with full
support of the classroom teacher.  Beyond the knowledge goals
of the research is the intent to improve the social skills of the participants
and thus, their quality of life.  The methodology of
the study is quite common in the social sciences disciplines, but infrequent in
research to date regarding new technologies.

The potential of CMC to extend the sensory boundaries of persons
with physical handicaps has been recognized for some time, the
most recent research being a series of studies conducted by
Norman Coombs at the Rochester Institute of Technology. In his
brief description of this work, Coombs notes that:  "If more
extensive use of computer communications with the physically
disabled is to occur, there will have to be a support system
provided to nurture and encourage many of them to overcome
their initial resistance..." (Coombs, 1989, p. 184). By using
participatory research in this study, Lang may be
able to combine both the needs of the participants for support
and the demands of the research community for warranted
knowledge claims.

  (v) "CMC in science/inner city schools" Brian Murfin.
         March 1992.

This pilot project will explore the use of electronic bulletin
boards to link research scientists with middle school students
in inner city schools.  The intent is to assess the effective-
ness of the medium in providing scientific role models to
underrepresented groups (i.e., Afro-Americans, females).
The theme of this proposed research addresses issues of
control and self-determination which are indicative of a
growing awareness of the political potential of the
technology.  Rice has raised this issue in his discussion
of empirical and theoretical concerns of CMC:  "...it is
not clear that society will necessarily benefit from the
rise of electronic groups....CMC...may also be more ephemeral,
less empowering, more homogenizing and less socially
cohesive than traditional personal and social networks...
Studies of...CMC system networks should also consider these
crucial questions of privacy, access, social stratification,
control and politics..." (Rice, 1990, p. 643).

Howard Frederick, in an article on computer networks
and the emergence of a global civil society, proposes a "Charter of
Communication Independence" which resembles a charter of
rights for communicators.  Included in these rights would
be rights of access to "communication resources to satisfy
human social, economic and cultural needs..." (Frederick, in
press).  Research which raises awareness of such issues will
provide knowledge and value claims not currently evident.

CONCLUSION

Our investigations of ongoing research in educational CMC has
increased our perception that participants are dealing in an
emerging technology which will demand flexible but no less
valid study than has been the standard for traditional educational
developments. The quantitative-qualitative argument may
have lost its validity in systematic assessment of the value of educational
CMC.  It is critical that researchers such as  Mason are developing new
paradigms which embrace  interpretivism and a
relational critical theory along with a modified positivism.

The nature of educational CMC determines that "controlled
settings are difficult to establish, as the students and
teachers who select these new environments are often different
from those in more traditional settings". (Riel, 1991-1992,
p 7) The educational objectives of CMC projects are markedly
different from those of more traditional environments. They
"promote cross-curricular problem-solving skills, while
classroom tasks are more likely to emphasize the learning of
conceptual information in a single domain". (Riel, 1991-1992,
p 7) They develop different cognitive skills and use markedly
different teaching strategies and resources.  In this process,
the teacher's role and the nature of the classroom change
significantly. Because of the ease of access, human and other
information resources become common and co-operative and group
procedures become the norm.

Although educational CMC is an emergent technology,
researchers are developing tools which will assess the
educational value of its application. As the field begins to
stabilize, it is hoped that classroom and CMC projects similar
enough in design and implementation will allow for
comparison and study.

REFERENCES

Boyd, Gary (1989).  The Life-Worlds of Computer-Mediated
Distance Education.  In R. Mason & A. Kaye (Eds.),
_Mindweave: Communication, Computers and Distance Education_
(pp. 225 - 227).  Oxford:  Pergamon Press.

Coombs, Norman (1989).  Using CMC to Overcome Physical
Disabilities.  In R. Mason & A. Kaye (Eds.), _Mindweave:
Communication, Computers and Distance Education_ (pp. 180 -
185).  Oxford:  Pergamon Press.

Danowski, J.A. (1982).  Computer-mediated communication: A
network-based content analysis using a CBBS conference.  In
M. Burgoon (Ed.), _Communication Yearbook 6_ (pp. 905 - 924).
California:  Sage Publishing.

Ferrara, K., Brunner, H. and Whittemore, G. (1991).  Interactive
written discourse as an emergent register.  _Written Communica-
tion_, 8 (1), 8 -34.

Frederick, Howard H. (in press). Computer Networks and the
Emergence of Global Civil Society:  The Case of the Association
for Progressive Communication (APC).  In L. Harasim & J. Walls
(Eds.), _Globalizing Networks: Computers and International
Communication_. Oxford.

Harasim, L.M. and Chandler-Crichlow, C. (1989). Hypertextual
transcript analysis of educational computer conferences.
Paper presented at CERA, Quebec City.

Higgins, R.N. (1990)  Learning nursing diagnosis via real-time
computer-mediated communication.  In E. Ellis (Ed.), _National
Educational Computing Conference, 1990_ (pp. 42-47). Eugene,
OR:  International Society for Technology in Education.

Hiltz, R.S. (1988). _Learning in a Virtual Classroom: Final
Evaluation Report_ (Research Report25).  Newark, NJ:
Computerized Conferencing and Communications Center, New
Jersey Institute of Technology.

Hiltz, R.S. (1990). Evaluating the virtual classroom. In
L.M. Harasim (Ed.), _Online Education: Perspectives on a
New Environment_ (pp. 133 - 183).  New York: Praeger Pub.

Levin, J.A., Kim, H., and Riel, M.M. (1990).  Analyzing
instructional interactions on electronic message networks.
In L.M. Harasim (Ed.), _Online Education: Perspectives on
a New Environment_ (pp. 185 - 213).  New York: Praeger Pub.

Levinson, P. (1988).  _Mind at Large:  Knowing in the
Technological Age_.  Connecticut:  JAI Press Inc.

Kiesler, S., Siegel, J., and McGuire, T. (1984).  Social
psychological aspects of computer-mediated communication.
_American Psychologist_, 39 (10), pp. 1123 - 1134.

Mason, R. (1992). Moderating educational computer conferencing.
_Electronic Networking: Research, Applications, and Policy_,
Vol. 3.

Mason, R. (in press). Methodologies for Evaluating Applications
of Computer Conferencing.  In A.R. Kaye (Ed.), _Collaborative
Learning through Computer Conferencing_.  Heidelberg:  Spring
Verlag.

Rice, R.E. (1990).  Computer-mediated communication system
network data:  Theoretical concerns and empirical examples.  _International
Journal of Man-Machine Studies_, 32, 627 - 647.

Riel, Margaret "Approaching the Study of Networks", _The
Computing Teacher_, Dec/Jan, 1991-1992.

Roulet, R.G. (1990).  Using the Interact System Model to analyze
computer mediated communication during small group problem-
solving task.  In _Proceedings of the Third Guelph Symposium on
Computer Mediated Communication_ (pp. 168 - 180).  Guelph,
Ontario:  University of Guelph.

Sweet, R., Anderson, T., and Halenda, M. (1991).  Adoption and
Use of a Computer-Mediated Communication System by Contact
North Site Coordinators.  _Journal of Distance Education_,
_VI_(2), 64 - 78.

Turoff, M. (1989).  _Computer mediated communication require-
ments for group support_ (Working paper).  Conference on
organizational computing, coordination and collaboration
theories and technologies for computer support work.
ICC Institute, University of Texas at Austin.

Whitescarver, J., Czech, R.M., Balasubramanian, V., Subbarao,
A.M., Nadkarni, G.R., Reddy, S., and Bhamidipati, R. (1988).
_EIES: A case study of a computer mediated communication
system and integrated software development_.  New York:
Connected Education Inc. (an online document).

APPENDIX A

RESEARCHERS CONTACTED - REFERENCED IN PAPER

Carroll, Rhoda & Schipke, Rae (rhoda%munin@norwich.bitnet)
(CMC and Personality Types, presentation to Computers and
Composition Conference. May, 1991)                    -  lists

Davis, Boyd H. & Brewer, Jeutonne P. (FEN00BHD@unccvm.bitnet)
(Cultural Contact and Chiming: Building an Online Community,
article received by e-mail. March, 1992)              -  lists

Day, Michael (mday@garnet.berkeley.edu)
(Networking...the Rhetoric of the New Writing Classroom,
presentation at EDUCOM. October, 1991)                -  lists

Eastmond, Daniel (eastmond@suvm.bitnet)
(Preliminary Report: Adult Students Using Computer
Conferencing...in draft. February, 1992)              -  lists

Heeren, Elske (Heeren@edte.utwente.nl)
(Tools for support of on-line cooperative problem solving,
Abstract of graduate research proposal. March, 1992)   -  lists

Hoffman, Robert (enrob@cphkvx.bitnet)
(CMC use in annotation of ESL email material, personal
communication. March, 1992)                                         -  lists

Lanfranco, Sam (lanfran@vm1.yorku.ca)
(Teaching the Expert, the Citizen, and the Wise in the
Computer Age, Thinking about Computer Mediated          -  lists
Communication,articles received by e-mail. March, 1992)

Lang, Sharon (slang@utoroise.bitnet)
(Graduate research project - CMC use with adolescents
with physical and developmental disabilities. March, 1992)
                                                                             -
lists
Lowry, Ed (lowry@cals.enet.dec.com)
(Formal Language as a Medium for Technical Education,
article received by e-mail. March, 1992)               - lists

Mason, Robin (RD_MASON@uk.ac.open.acs.vax)
(Methodologies for Evaluating Applications of Computer
Conferencing, in press)                        - lists

Murfin, Brian (bmurfn@agns.as.ohiostae.eu)
(Graduate research - CMC use in science, inner city schools,
personal communication. March, 1992)                   - lists

Robertson, Jacqueline (Jackie.Robertson@sociol.utas.edu.au)
(Collaborative Computing Workgroups - Report adapted from
Masters thesis. November,1991)                             - lists

Scovell, Paul (E3FADES@SAE.townson.edu)
(Differences between Computer and Non-Computer Mediated
Communication:  A Preliminary Experimental Study, presented
at the Annual Meeting of the Eastern Communication
Association. April, 1991)                             - lists

Shedletsky, Lenny (lenny.920314074614@portland.maine.edu)
(Computer-Mediated Communication to Facilitate Seminar
Participation and Active Thinking...prepared for presentation
to the Western States Communication Association panel;
received by e-mail.  March, 1992)                  - lists

APPENDIX B

RESEARCHERS CONTACTED (NOT REFERENCED IN PAPER)

Anderson, Terry (anderson@acs.ucalgary.ca)         - personal
(Graduate research - CMC in Distance Education)       contact

Brookshire, Robert G. (fac_rgb@vax1.acs.jmu.edu)      - lists
Electronic Bulletin Boards as Teaching Tools"

Coombs, Norman (NRCGSH@ritvax.isc.rit.edu)        - lists
(Research in CMC - special populations)

Davie, Lynn (l_davie@utoroise.bitnet)              -  personal
(Research in CMC - facilitation/moderation)         contact

 Ehrmann, Stephen (ehrmann@umuc.umd.edu)      -  personal
(Annenburg Project - research in technological     contact
innovation)

England, Richard (rengland@snyescva.bitnet)           -  lists
"CMC and Contract Tutorials"

Ellsworth, J. (JE01@swtexas.bitnet)                   -  lists
(Research in Computer Mediated Learning)

Harasim, L. (linda_harasim@sfu.ca)                 -  personal
(Research in CMC - hypertext, groupwork)               contact

Jacek (jacek@edstar.gse.ucsb.edu)                     -  lists
(Graduate research - Bulletin Board use in Science
Classrooms)

Johnston, Valerie (aave698@alaska.bitnet)          -  lists
(Evaluation of CMC use by faculty at U of Alaska)

Levinson, Paul (plevinson@dcunsn.das.net)           - personal
(Research in CMC - Connected Education, Inc)           contact

Maynor, Natalie(Maynor@RA.msstate.edu)               -lists
(CMC Rearch  - discourse analysis)

Miika Marttunen (mmarttun@keppi.jyu.FI)                - lists
(CMC Research - Learning and Argumentation)

Paulsen, Morten F. (MFP101@PSUVM.psu.edu)           -  personal
Graduate research - CMC bibliography, list editor)      contact

Phillips, Gerald (GMP@PSUVM.bitnet)                   - lists
(Research in communications)

Rice, Ronald (rrice@zodiac.bitnet)                    -  lists
(Research in CMC -organizations)

Rogers, Susan (smrasv@ritvax.isc.rit.edu)               -  personal
(Graduate research - CMC use in distance education)     contact

Stammen, Ron (stammen@plains.NoDak.edu)               -  lists
(Evaluation of use of CMC in professional training)

Sweet, Robert (rsweet@lakehead.bitnet)              -  personal
(Research in CMC - issues of access)                    contact

APPENDIX C - QUERY POSTED TO LISTS

     *  *   *    *   *     *    COMPUTER MEDIATED COMMUNICATION
    *  *    *  *   *                    IN
        *    * * *                   EDUCATION
                 *      Are you, or have you in the past TWO
             *      years engaged in research in the above
            *       textual medium (field, area, conceptual
    __________   realm)??????
    |     *             |
    |     *  *         |  AN ENTIRE GRADUATE CLASS NEEDS TO KNOW!
    |   *  *   *      |
    |      *   *       |          PLEASE CONTACT ME
    |__________|
                              Specifically:

1. What and how are you (did you) investigate?
        & (OPTIONAL)
2. How did you support your claims? (ie. bkgrd, sources)
3. Has your approach changed? (if so, how)

        All replies answered...papers appreciated!
MANY, MANY THANKS IN ADVANCE & PARDON THE CROSS_LISTING
(COMSERVE & DEOS)

- a modified posting was later sent to IPCT-L, MBU-L and
QUALRES listservers.
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU