By "computer-mediated communication" or "CMC," I am using what seems to be the most generally agreed-upon term to refer to various text-based ways of communicating by way of networked computer technology, regardless of whether they are synchronous or asynchronous genres.
This is the figure reported in a 1993 survey of computer use released by the Student Affairs Research, Information, and Systems at MU. The figure (25% of undergraduates have experience using Internet e-mail) represents a substantial increase from a previously released study in 1991, in which only about 11% of undergraduates reported that they had used e-mail. Significantly, the 1991 study reported that male students were twice as likely to have had e-mail experience than females. No gender differences were reported in the 1993 study.
Perry Gilmore's "Silence and Sulking: Emotional Displays in the Classroom," in Deborah Tannen and Muriel Saville-Troike's Perspectives in Silence. Norwood, NJ: Ablex, 1985. (139-62), as cited in Saville-Troike's Ethnography of Communication.
At the third class meeting, I handed out a brief survey, which all of the students completed. The purpose of the survey was to determine facts about initiation points into various uses of computer technology, current access and applications, and anticipated future uses.
The required SOM "computer literacy" course had been completely revamped at the time of this study, but all the students interviewed from Terry's course had taken the course before this revision, except for Student 1. Student 4's description of the unreconstructed course as being less than useful was verified by similar descriptions from other students. Student 1 had attended another college during freshman year and had taken a similar course, described as being about "R-base, DOS modules, spreadsheets, and stuff like that."
This came to my attention, especially, after a remark made by the first student I interviewed (from another group; a veteran of Terry's previous attempt to integrate CMC use into course work.) "It all goes back to groups more than telecommunications," this student pointed out to me. That is, in management courses most learning activities are carried out in the form of small group work, rather than on individual projects, a fact later confirmed by Terry.
I have not yet discovered a formal definition or description of what I am calling "codes of silence" here, although sociolinguistic theory would, I am sure, posit such a rhetoric as being culturally constructed.
Two of the most prevalent "theories" that students used to explain others students' lack of effort, participation, or interest in grades were: 1) students who are seniors have a tendency to "coast" or just kill time until graduation; and 2) future employers are not as interested in grades as they are in evidence of experience.
Fred Kemp is the founder of "Megabyte University" (MBU-L), a listserv devoted to discussing issues associated with computers and the teaching of composition and literature. His remark about the origins of the word "lurker" were made in a post to MBU-L on 13 November 1992, during a periodic outbreak of discussion about the word "lurker." The address of MBU-L is: MBU-L@ttacs6.ttu.edu.
I am referencing, in particular, two of the "periodic outbreaks of discussion about the word 'lurker' " referenced in the previous footnote. These discussions occurred on MBU-L in November 1992 and June and July of 1993.