The use of computer-mediated communication (CMC) in the college classroom was examined using survey data from eighty-nine undergraduate sociology students. Through pre-test and follow-up data, it was determined that most students were open to using CMC and that openness was highly correlated with later positive experiences with CMC. Through a series of OLS regressions, it was then established that students' rating of their CMC experience is shaped by their particular use of the system, as well as by whether or not CMC participation is required. Neither gender nor minority status were significantly related to CMC ratings, although this may be due to the similar class backgrounds of the students involved in the study.
GigliottiR. J.SmergliaV. L.FalkR. F., and NeiswanderN., Computer-Based Testing in Sociology: A Description and Evaluation, Teaching Sociology, 22: 1, pp. 32–39, 1994.
3.
ConiamD., Subjects' Reactions to Computer-Based Tests, Educational Technology Systems, 27: 3, pp. 195–206, 1998–99.
4.
FullerT. D., Using Computer Assignments to Promote Active Learning in the Undergraduate Social Problems Course, Teaching Sociology, 26: 3, pp. 215–221, 1998.
5.
KarpD. R., Using SPSS for Windows to Enhance, Not Overwhelm, Course Content, Teaching Sociology, 23: 3, pp. 234–240, 1995.
6.
Hesse-BiberS. and GilbertKesler M., Closing the Technological Gender Gap: Feminist Pedagogy in the Computer-Assisted Classroom, Teaching Sociology, 22: 1, pp. 19–31, 1994.
7.
Magnuson-MartinsonS., Classroom Computerization: Ambivalent Attitudes and Ambiguous Outcomes, Teaching Sociology, 23: 1, pp. 1–7, 1995.
8.
WilmothJ. and WybraniecJ., Profits and Pitfalls: Thoughts on Using a Laptop Computer and Presentation Software to Teach Introductory Social Statistics, Teaching Sociology, 26: 3, pp. 166–178, 1998.
9.
DanielsL., Introducing Technology in the Classroom: PowerPoint as a First Step, Journal of Computing in Higher Education, 10: 2, pp. 42–56, 1999.
10.
SantoroG. M., Using Computer-Mediated Communication in Teaching University Courses, in Computer-Mediated Communication and the Online Classroom, (Vol. 1: Overview and Perspectives), BergeZ. L. and CollinsM. P. (eds.), Hampton Press, Inc., Cresskill, New Jersey, pp. 11–27, 1995.
11.
JaffeeD., Asynchronous Learning: Technology and Pedagogical Strategy in a Distance Learning Course, Teaching Sociology, 25: 4, pp. 262–277, 1997.
12.
GibbsW., Implementing On-Line Learning Environments, Journal of Computing in Higher Education, 10: 1, pp. 16–37.
13.
GoldbergM. W., WebCT and First Year Computer Science: Student Reaction to and Use of a Web-Based Resource in First Year Computer Science, Proceedings of the ACM's ITiCSE Conference on Integrating Technology into Computer Science Education, Uppsala University, Uppsala, Sweden, 1997.
14.
LuybenP., Practice Makes Perfect: Using Computer-Assisted Instruction in a College Course, Journal of Educational Technology Systems, 27: 2, pp. 157–162, 1998.
15.
DehoneyJ. and ReevesT. C., Instructional and Social Dimensions of Class Web Pages, Instructional and Social Dimensions of Class Web Pages, Journal of Computing in Higher Education, 10: 2, pp. 19–41, 1999.
16.
DijkstraS.CollisB., and EseryelD., Instructional Design for Tele-learning, Journal of Computing in Higher Education, 10: 2, pp. 3–17, 1999.
17.
BarkerD. I., A Technological Revolution in Higher Education, Journal of Educational Technology Systems, 23: 2, pp. 155–168, 1994.
18.
KuenziJ. K., Trends in College Students' Computer Use and Ownership, Journal of Educational Technology Systems, 28: 2, pp. 21–31, 1999–2000.
19.
KhanM. B., Changing Computer Skills of Incoming Undergraduate Business Majors, Journal of Educational Technology Systems, 26: 1, pp. 55–66, 1997–98.
20.
BromleyH., Introduction: Data Driven Democracy? Social Assessment of Educational Computing, in Education, Technology, Power: Educational Computing as a Social Practice, BromleyH. and AppleM. W. (eds.), State University of New York Press, Albany, 1998.
21.
PersellC. H., Bringing PCs into Introductory Sociology Courses: First Steps, Missteps, and Future Prospects, Teaching Sociology, 20: 2, pp. 91–103, 1992.
22.
MerronJ. L., Managing a Web-based Literature Course for Undergraduates, Online Journal of Distance Learning Administration, 1: 4, 1998.
23.
GoldbergM. W., CALOS: An Experiment With Computer-Aided Learning for Operating Systems. Proceedings of the ACM's 27th SIGCSE Technical Symposium on Computer Science Education, 1996.
24.
NalleyR., Designing Computer-Mediated Conferencing into Instruction, in Computer Mediated Communication and the On-Line Classroom (Vol. II: Higher Education), CollinsM. and BergeZ. L. (eds.), Hampton Press, Cresskill, New Jersey, pp. 11–23, 1995.
25.
ChenL., How can Local Interactive On-Line Discussion Assist Culturally Diverse Students in Learning?, Journal of Educational Technology Systems, 28: 1, pp. 33–42, 1999–2000.
26.
CanadaK. and BruscaF., The Technological Gender Gap: Evidence and Recommendations for Educators and Computer-Based Instruction Designers, Educational Technology Research and Development, 39, pp. 43–51, 1991.
27.
ShashaaniL., Gender Differences in Computer Attitudes and Use among College Students, Journal of Educational Computing Research, 16: 1, pp. 37–51, 1997.
28.
ProostK.ElenJ., and LowyckJ., Effects of Gender on Perceptions of and Preferences for Telematic Learning Environments, Journal of Research on Computing in Education, 29: 4, pp. 370–384, 1997.
29.
BrosnanM. J., The Impact of Psychological Gender, Gender-related Perceptions, Significant Others, and the Introducer of Technology upon Computer Anxiety in Students, Journal of Educational Computing Research, 18, pp. 63–78, 1998.
30.
DugdaleS.DeKovenE., and Mi-KyungJ., Computer Course Enrollment, Home Computer Access, and Gender: Relationships to High School Students' Success with Computer Spreadsheet Use for Problem Solving in Pre-Algebra, Journal of Educational Computing Research, 18: 1, 49–62, 1998.
