/Users/andrea/_magisterarbeit/korpus/clean/trainkorpus/1/file_82.html NN ----------------------------------------- : CULTURAL JJ ASSIMILATION NN OF IN THE DT INTERNET NN . SENT A DT CASE NN STUDY NN BRENT NP WILSON NP University NP of IN Colorado NP at IN Denver NP MARTIN NN RYDER NP AND CC JULIE NP MCCAHAN NP StorageTek NP Corporation NP LORRAINE NP SHERRY NN University NP of IN Colorado NP at IN Denver NP Full JJ reference NN . SENT Wilson NP , , B NN . SENT , , Ryder NP , , M NP . SENT , , McCahan NP , , J NP . SENT , , Sherry NP , , L NP . SENT 1996 CD . SENT Cultural JJ assimilation NN of IN the DT Internet NN . SENT A DT case NN study NN . SENT In IN M NP . SENT Simonson NP Ed NP . SENT , , Proceedings NNS of IN selected JJ research NN and CC development NN presentations NNS . SENT Washington NP D NP . SENT C SYM . SENT . SENT Association NP for IN Educational NP Communications NPS and CC Technology NP , , in IN press NN . SENT Also RB available JJ at IN . SENT http NP www NP . SENT cudenver NN . SENT edu NN bwilson NN ABSTRACT JJ Despite IN enormous JJ growth NN of IN the DT Internet NN and CC its PP$ proliferation NN of IN tools NNS , , resources NNS , , and CC on IN line NN communities NNS , , the DT connection NN between IN local JJ learning VVG environments NNS and CC virtual JJ learning VVG environments NNS remains VVZ tenuous JJ . SENT This DT paper NN examines VVZ this DT relationship NN , , based VVN upon IN a DT case NN study NN of IN an DT academic JJ unit NN at IN the DT University NP of IN Colorado NP at IN Denver NP . SENT Drawing VVG on IN interviews NNS , , written JJ surveys NNS , , and CC exchanges NNS with IN students NNS , , we PP offer VVP an DT analysis NN of IN factors NNS that WDT are VBP critical JJ to TO a DT user's JJ choice NN to TO participate VV in IN the DT Internet NN . SENT The DT paper NN concludes VVZ with IN recommended JJ strategies NNS for IN introducing VVG students NNS and CC faculty NN to TO networked VVN learning NN environments NNS . SENT The DT Internet NN has VHZ sustained VVN phenomenal JJ growth NN since IN the DT beginning NN of IN the DT decade NN . SENT Doubling VVG in IN size NN each DT year NN for IN the DT past JJ several JJ years NNS , , the DT Internet NN now RB connects VVZ 35 CD million CD users NNS across IN the DT globe NN . SENT Three CD million CD new JJ accounts NNS are VBP added VVN each DT month NN . SENT Higher JJR education NN accounted VVD for IN most JJS of IN the DT growth NN in IN the DT early JJ nineties NNS , , but CC today NN , , commercial JJ usage NN accounts NNS for IN 65 CD of IN network NN traffic NN . SENT The DT public JJ schools NNS are VBP also RB wired VVN . SENT The DT U NP . SENT S NP . SENT Department NP of IN Education NP estimates VVZ that IN over IN 50 CD percent NN of IN American JJ Schools NNS will MD be VB attached VVN to TO the DT Internet NN by IN the DT end NN of IN 1996 CD . SENT Despite IN this DT astounding VVG growth NN , , the DT majority NN of IN Americans NNS at IN this DT moment NN remain VVP unwired JJ , , anticipating VVG nothing NN extraordinary JJ about IN the DT age NN of IN information NN . SENT In IN spite NN of IN the DT Net's NP growth NN , , most JJS people NNS remain VVP on IN the DT sidelines NNS , , hearing VVG media NNS reports NNS but CC staying VVG a DT cautious JJ distance NN away RB from IN time NN consuming NN forays NNS into IN the DT medium NN . SENT A DT college NN campus NN is VBZ a DT microcosm NN of IN the DT larger JJR community NN . SENT Some DT students NNS spend VVP hours NNS in IN exploration NN of IN virtual JJ worlds NNS , , some DT engage VVP in IN public JJ forums NNS on IN specific JJ issues NNS , , some RB utilize VV the DT Net NN for IN its PP$ research NN capabilities NNS , , while IN many JJ adopt VV the DT convenience NN of IN electronic JJ mail NN . SENT A DT substantial JJ body NN of IN faculty NN and CC students NNS remains VVZ largely RB unaware JJ of IN the DT full JJ array NN of IN resources NNS available JJ to TO them PP . SENT INTERNET NN AS IN A DT TECHNICAL JJ INNOVATION NN One CD way NN to TO look VV at IN the DT growth NN of IN the DT Internet NN is VBZ as IN a DT new JJ technology NN being VBG adopted VVN . SENT Rogers NP 1995 CD has VHZ developed VVN an DT influential JJ model NN for IN the DT adoption NN and CC diffusion NN of IN innovations NNS within IN organizations NNS . SENT theorists NNS continue VVP to TO emphasize VV that IN today's JJ organizations NNS must MD be VB willing JJ and CC ready JJ to TO undergo VV continual JJ change NN e NN . SENT g NN . SENT , , Senge NP , , 1990 CD . SENT Seen VVN in IN this DT way NN , , a DT department NN head NN or CC office NN manager NN might MD develop VV a DT plan NN for IN implementing VVG the DT technology NN , , similar JJ to TO the DT installation NN of IN a DT new JJ computer NN or CC LAN NP . SENT Consistent JJ with IN this DT adoption NN diffusion NN approach NN , , Internet NN resources NNS can MD be VB seen VVN as IN mere JJ tools NNS to TO be VB utilized VVN by IN existing VVG organizations NNS and CC individuals NNS . SENT Through IN the DT Internet NN , , an DT individual NN may MD solve VV a DT problem NN , , find VVP an DT answer NN to TO a DT question NN , , or CC communicate VV with IN another DT professional NN on IN a DT project NN . SENT The DT Internet NN differs VVZ , , however RB , , from IN many JJ technological JJ innovations NNS in IN that WDT it PP seems VVZ to TO be VB largely RB driven VVN from IN the DT bottom NN from IN the DT academic JJ community NN and CC from IN individuals NNS and CC small JJ groups NNS of IN grass NN roots NNS enthusiasts NNS . SENT Organizations NNS find VVP themselves PP responding VVG to TO an DT unplanned JJ cultural JJ shift NN , , rather RB than IN implementing VVG a DT new JJ technology NN from IN the DT top NN down RB . SENT Moreover RB , , academic JJ units NNS in IN higher JJR education NN often RB lack VVP the DT cohesion NN of IN a DT traditional JJ business NN office NN . SENT Professors NNS are VBP highly RB autonomous JJ workers NNS who WP spend VVP more JJR time NN interacting VVG with IN students NNS than IN with IN colleagues NNS . SENT Developing VVG a DT consensus NN for IN technological JJ change NN can MD be VB a DT serious JJ challenge NN in IN such JJ settings NNS . SENT INTERNET NN AS IN A DT SECOND JJ CULTURE NN Another DT way NN of IN viewing VVG the DT Internet NN is VBZ as IN a DT second JJ culture NN or CC community NN Rheingold NP , , 1993 CD . SENT The DT Internet NN exhibits VVZ all PDT the DT key JJ elements NNS of IN a DT culture NN , , including VVG language NN , , symbols NNS , , rituals NNS , , status NN , , and CC other JJ meaning NN conveying VVG forms NNS December NP , , 1993 CD . SENT North NP , , 1995 CD . SENT Individuals NNS may MD enter VV this DT environment NN , , become VV initiated VVN into IN various JJ sub NN groups NNS , , and CC interact VV with IN other JJ community NN members NNS . SENT At IN the DT group NN level NN , , an DT entire JJ company NN or CC department NN may MD introduce VV its PP$ members NNS to TO the DT Internet NN culture NN . SENT This DT broader JJR conception NN underscores VVZ the DT depth NN of IN change NN that IN the DT Internet NN poses VVZ to TO existing VVG organizations NNS . SENT One CD cannot NN expect VVP to TO simply RB tack NN on IN the DT Internet NN as IN a DT cosmetic JJ addition NN to TO an DT existing JJ structure NN . SENT as IN a DT new JJ and CC competing JJ culture NN , , the DT Internet NN is VBZ bound VVN to TO threaten VV existing VVG conventions NNS and CC cultural JJ practices NNS . SENT The DT gap NN between IN the DT preexisting VVG local JJ community NN typically RB an DT academic JJ or CC business NN unit NN and CC the DT virtual JJ Internet NN community NN is VBZ worthy JJ of IN study NN . SENT How WRB and CC why WRB do VV individuals NNS move VV toward IN the DT Internet NN culture NN . SENT How WRB does VVZ an DT entire JJ group NN of IN people NNS make VVP the DT move NN . SENT What WP factors NNS are VBP at IN play NN , , and CC what WP can MD be VB done VVN to TO facilitate VV the DT change NN . SENT This DT paper NN draws VVZ on IN our PP$ own JJ efforts NNS to TO bring VV our PP$ local JJ academic JJ culture NN in IN line NN with IN the DT Internet NN culture NN . SENT Over IN the DT last JJ couple NN of IN years NNS , , we PP have VHP been VBN using VVG the DT Internet NN within IN our PP$ academic JJ unit NN , , the DT program NN in IN Information NP and CC Learning NP Technologies NPS ILT NP at IN the DT University NP of IN Colorado NP at IN Denver NP UCD NP . SENT We PP have VHP been VBN intrigued VVN to TO observe VV the DT response NN of IN faculty NN and CC students NNS as IN they PP gravitate VV toward IN the DT Net NN . SENT An DT expected VVN normal JJ distribution NN occurs VVZ , , ranging VVG from IN anxiety NN , , frustration NN , , and CC resistance NN to TO utilitarian JJ accommodation NN to TO excitement NN and CC immersion NN . SENT In IN some DT , , these DT differing VVG responses NNS reflect VVP personal JJ stages NNS of IN growth NN over IN time NN . SENT We PP hope VVP the DT local JJ academic JJ community NN can MD overcome VV initial JJ fears NNS and CC frustrations NNS and CC move NN toward IN mature JJ utilization NN of IN Internet NN resources NNS much RB as IN they PP might MD acquire VV a DT second JJ language NN through IN a DT semester NN abroad RB program NN . SENT Our PP$ hopes NNS , , however RB , , have VHP not RB yet RB become VVN reality NN . SENT Our PP$ purpose NN in IN this DT paper NN is VBZ . SENT 1 LS . SENT to TO reflect VV on IN the DT general JJ problem NN of IN the DT local JJ and CC Internet NN cultures NNS . SENT 2 LS . SENT to TO report VV on IN our PP$ efforts NNS to TO support VV the DT integration NN of IN the DT two CD cultures NNS . SENT and CC 3 CD . SENT to TO point VV to TO areas NNS of IN needed JJ research NN and CC to TO offer VV recommendations NNS to TO designers NNS of IN learning VVG environments NNS for IN the DT successful JJ integration NN of IN the DT Internet NN into IN existing VVG learning VVG cultures NNS . SENT BEGINNING VVG EFFORTS NNS Martin NP Ryder NP wrote VVD a DT paper NN in IN 1994 CD which WDT articulated VVD his PP$ vision NN of IN the DT Internet NN as IN a DT learning VVG tool NN Ryder NP , , 1994 CD . SENT To TO test VV out RP his PP$ developing VVG ideas NNS , , he PP concurrently RB developed VVD a DT homepage NN to TO represent VV the DT local JJ department's NN interests NNS and CC self NN concept NN . SENT Instructional JJ Technology NP IT PP Connections NNS is VBZ an DT all DT purpose NN hypertext NN based VVN help NN page NN for IN beginning NN and CC experienced JJ users NNS of IN UCD JJ computers NNS . SENT Located VVN outside IN the DT UCD NP network's NN firewall NN , , on IN a DT gopher NN server NN named VVN Oasis NP , , IT PP Connections NNS links VVZ students NNS with IN a DT variety NN of IN Internet NN databases NNS and CC tools NNS relating VVG to TO instructional JJ technology NN and CC cognitive JJ science NN . SENT IT PP Connections NNS has VHZ been VBN accessible JJ on IN the DT World NP Wide NP Web NP since IN the DT spring NN of IN 1994 CD , , when WRB it PP appeared VVD in IN the DT Educational NP Technology NP section NN of IN CERN's NP virtual JJ library NN , , Stanford's NP Connections NNS to TO Cognitive JJ and CC Psychological JJ Sciences NPS , , the DT Curriculum NN and CC Instruction NN section NN of IN EINet NP Galaxy NN , , and CC the DT Education NP section NN of IN John NP December's NP list NN . SENT The DT Online JJ Helpdesk NP is VBZ a DT key JJ component NN of IN IT PP Connections NNS designed VVN to TO provide VV documentation NN , , tools NNS and CC other JJ supports NNS for IN new JJ users NNS . SENT It PP includes VVZ direct JJ access NN to TO gopher NN resources NNS , , usenet NN and CC world NN wide JJ web NN utilities NNS , , allowing VVG the DT user NN to TO access VV them PP in IN a DT seamless JJ environment NN . SENT While IN the DT Helpdesk NP was VBD specifically RB designed VVN for IN new JJ users NNS , , experienced JJ users NNS maintain VVP active JJ links NNS to TO the DT resource NN for IN its PP$ exhaustive JJ FAQ NP lists NNS , , interest NN group NN databases NNS , , and CC practical JJ search NN tools NNS . SENT For IN more JJR complete JJ descriptions NNS of IN IT PP Connections NNS , , the DT Online JJ Helpdesk NN , , and CC other JJ performance NN supports NNS , , see VVP Sherry NP et NP al NP . SENT 1995 CD . SENT HIDING VVG THE DT COMPLEXITY NN Powerful JJ resources NNS have VHP been VBN available JJ to TO users NNS within IN our PP$ local JJ department NN from IN the DT start NN , , including VVG usenet NN , , gopher NN , , ftp NN , , and CC telnet NN . SENT But CC these DT tools NNS required VVD the DT burden NN of IN rudimentary JJ Unix NP skills NNS which WDT effectively RB kept VVD the DT resources NNS out RP of IN reach VV of IN most JJS new JJ users NNS . SENT Not RB surprisingly RB , , they PP were VBD minimally RB used VVN . SENT Our PP$ tactical JJ approach NN was VBD to TO eliminate VV any DT direct JJ reference NN to TO such JJ tools NNS whenever WRB possible JJ . SENT Martin NP , , who WP works VVZ as IN a DT software NN engineer NN in IN his PP$ daytime JJ job NN , , designed VVN command NN scripts NNS which WDT enable VVP users NNS to TO perform VV complex JJ Unix NP operations NNS with IN simple JJ commands NNS . SENT The DT command NN , , connect VV , , for IN example NN , , invokes VVZ a DT script NN that WDT brings VVZ up IN IT PP Connections NNS with IN the DT Lynx NN browser NN , , a DT tool NN designed VVN at IN the DT University NP of IN Kansas NP specifically RB with IN new JJ users NNS in IN mind NN . SENT For IN local JJ users NNS , , IT PP Connections NNS serves VVZ as IN their PP$ window NN to TO Internet NN services NNS in IN education NN . SENT The DT single JJ command NN connect VVP allows VVZ the DT user NN direct JJ access NN to TO IT PP Connections NNS without IN requiring VVG technical JJ knowledge NN of IN the DT underlying JJ details NNS . SENT A DT similar JJ command NN , , aid NN , , invokes VVZ Lynx NNS to TO bring VV up RP the DT Online JJ Helpdesk NP . SENT Another DT tool NN , , makepage NN , , was VBD developed VVN to TO allow VV new JJ users NNS to TO immerse VV themselves PP in IN online JJ authoring VVG without IN passing VVG through IN the DT initiation NN rites NNS of IN Unix NP . SENT The DT single JJ command NN makepage NN creates VVZ for IN the DT user NN a DT public JJ directory NN with IN an DT index NN template NN . SENT It PP sets VVZ all PDT the DT appropriate JJ security NN permissions NNS to TO allow VV public JJ browsing NN of IN the DT new JJ directory NN . SENT The DT new JJ user NN is VBZ not RB encumbered VVN with IN these DT distracting JJ cognitive JJ tasks NNS . SENT After IN invoking VVG the DT command NN , , users NNS can MD immediately RB begin VV editing VVG an DT html NN template NN , , customizing VVG it PP to TO their PP$ own JJ specifications NNS as IN they PP begin VVP to TO mold NN a DT personal JJ homepage NN from IN a DT generic JJ model NN . SENT Such JJ conveniences NNS do VVP not RB come VV without IN a DT price NN . SENT Users NNS who WP wish VVP to TO understand VV the DT technical JJ details NNS of IN Unix NP and CC html NP are VBP not RB directly RB rewarded VVN with IN this DT approach NN . SENT But CC the DT templates NNS and CC shells NNS provided VVN by IN the DT tools NNS have VHP opened VVN the DT door NN for IN many JJ users NNS whose WP$ interests NNS are VBP focused VVN beyond IN the DT technology NN . SENT THE DT INTERNET NP TASK NN FORCE NN In IN the DT process NN of IN developing VVG these DT support NN tools NNS , , Martin NP learned VVD something NN interesting JJ . SENT He PP could MD barely RB get VV the DT attention NN of IN anyone NN around RB , , student NN or CC faculty NN . SENT This DT was VBD especially RB ironic JJ , , since IN the DT department NN was VBD ostensibly RB committed VVN to TO educational JJ technologies NNS as IN its PP$ professional JJ focus NN . SENT Professors NNS in IN the DT program NN had VHD been VBN teaching VVG telecommunications NN classes NNS and CC using VVG e NN mail NN for IN years NNS . SENT Why WRB didn't JJ anybody NN share NN Martin's NP excitement NN . SENT Why WRB did VVD faculty NN members NNS take VVP weeks NNS to TO even RB take VV a DT look NN at IN the DT Web NP resource NN , , IT PP Connections NNS . SENT Martin NP expressed VVD a DT sense NN of IN disequilibrium NN and CC confusion NN as IN he PP contrasted VVD the DT supportive JJ responses NNS of IN remote JJ patrons NNS with IN the DT general JJ disinterest NN shown VVN locally RB . SENT Undeterred JJ by IN the DT resistance NN shown VVN to TO the DT new JJ tools NNS , , Martin NP joined VVD faculty NN member NN Brent NP Wilson NP and CC a DT team NN of IN students NNS to TO study VV the DT issue NN . SENT The DT Internet NP Task NP Force NP was VBD created VVN in IN the DT fall NN of IN 1994 CD , , with IN the DT following VVG broad JJ objectives NNS . SENT to TO support VV the DT department NN in IN its PP$ move NN toward IN the DT Internet NN culture NN through IN a DT variety NN of IN online JJ and CC offline JJ tools NNS , , support NN , , training NN , , and CC policy NN initiatives NNS . SENT to TO develop VV ways NNS that IN e NN mail NN and CC the DT Internet NN could MD be VB used VVN as IN knowledge NN building NN tools NNS within IN graduate NN classes NNS and CC seminars NNS . SENT to TO reflect VV on RP and CC conduct VV research NN on IN users NNS needs NNS , , support NN tools NNS , , adoption NN processes NNS , , cultural JJ change NN , , and CC collaborative JJ learning VVG communities NNS . SENT Our PP$ overall JJ goals NNS for IN student NN and CC faculty NN online JJ access NN involve VV the DT ability NN to TO engage VV actively RB within IN local JJ and CC virtual JJ communities NNS toward IN the DT social JJ construction NN of IN public JJ knowledge NN . SENT Specifically RB , , we PP want VVP students NNS and CC faculty NN in IN Information NP and CC Learning NP Technologies NPS to TO utilize VV online JJ resources NNS in IN order NN to TO . SENT engage VV in IN public JJ dialog NN over IN issues NNS of IN scholarly JJ and CC professional JJ import NN . SENT exploit VV the DT various JJ resources NNS that WDT comprise VVP a DT public JJ knowledge NN base NN . SENT contribute VV information NN of IN value NN to TO the DT public JJ knowledge NN base NN . SENT provide VV consulting NN and CC collaborative JJ services NNS to TO communities NNS of IN learners NNS , , scholars NNS and CC practitioners NNS . SENT The DT group NN has VHZ met VVN regularly RB since IN August NP 1994 CD , , and CC has VHZ created VVN a DT number NN of IN performance NN supports NNS and CC research NN products NNS related VVN to TO educational JJ uses NNS of IN the DT Internet NN . SENT Sherry NP et NP al NP . SENT 1995 CD provides VVZ a DT more RBR complete JJ report NN of IN the DT Task NP Force NP activities NNS and CC accomplishments NNS . SENT USER NN SURVEY NN In IN spite NN of IN our PP$ enthusiasm NN for IN the DT potential NN of IN Internet NN resources NNS , , we PP were VBD sensitive JJ to TO the DT very RB real JJ obstacles NNS facing VVG students NNS and CC faculty NN alike RB . SENT In IN particular JJ , , we PP were VBD wary JJ of IN mandating VVG policy NN and CC enforcing VVG changes NNS in IN the DT culture NN without IN careful JJ assessment NN of IN people's NP perceptions NNS and CC needs VVZ Sarason NP , , 1988 CD . SENT We PP designed VVD a DT written JJ questionnaire NN based VVN on IN Rossett's NP 1991 CD needs VVZ assessment NN model NN , , which WDT was VBD intended VVN to TO survey VV the DT level NN of IN Internet NN training NN and CC support NN needed VVN by IN our PP$ students NNS , , faculty NN , , and CC staff NN . SENT Our PP$ primary JJ research NN questions NNS were VBD . SENT What WP is VBZ your PP$ current JJ level NN of IN use NN of IN e NN mail NN and CC the DT Internet NN . SENT Do VV you PP have VHP access NN to TO the DT appropriate JJ technology NN . SENT What WP are VBP your PP$ objectives NNS in IN using VVG e NN mail NN and CC the DT Internet NN . SENT What WP obstacles NNS do VVP you PP face VVP in IN using VVG them PP . SENT What WP performance NN and CC training NN supports NNS do VVP you PP feel VVP would MD be VB helpful JJ . SENT Seven CD teachers NNS and CC 66 CD students NNS 73 CD in IN all DT responded VVN to TO the DT questionnaire NN . SENT Some DT of IN the DT information NN guided VVD us PP in IN the DT next JJ phase NN of IN our PP$ work NN , , i NP . SENT e SYM . SENT . SENT developing VVG home NN pages NNS for IN the DT School NP of IN Education NP , , our PP$ doctoral JJ program NN , , and CC our PP$ division NN , , and CC developing VVG additional JJ job NN aids NNS and CC other JJ types NNS of IN learner NN support NN . SENT We PP have VHP enumerated VVN our PP$ key JJ findings NNS below RB . SENT We PP are VBP online JJ . SENT Fifty CD nine CD respondents NNS already RB had VHD e NN mail NN accounts NNS on IN one CD of IN the DT university NN computers NNS . SENT About IN half NN learned VVD to TO use VV e NN mail NN in IN classes NNS . SENT the DT rest NN learned VVD on IN their PP$ own JJ or CC from IN friends NNS . SENT We PP are VBP mobile JJ . SENT Those DT who WP use VVP e NN mail NN nearly RB every DT day NN connect VVP from IN home NN , , whereas IN those DT who WP use VVP it PP weekly RB connect VVP from IN home NN or CC from IN the DT university NN computer NN labs NNS . SENT 60 CD of IN the DT 73 CD respondents NNS have VHP modems NNS and CC computers NNS . SENT We PP have VHP good JJ e NN mail NN access NN . SENT Most RBS felt VVD their PP$ e NN mail NN service NN was VBD reliable JJ and CC accessible JJ , , and CC that IN their PP$ system NN permitted VVD them PP to TO download VV and CC save VV files NNS . SENT We PP have VHP different JJ reasons NNS for IN using VVG e NN mail NN . SENT When WRB asked VVN to TO rate VV the DT usefulness NN of IN a DT variety NN of IN reasons NNS for IN using VVG e NN mail NN , , the DT responses NNS tended VVD to TO cluster NN into IN four CD groups NNS . SENT local JJ access NN and CC communication NN , , scholarly JJ research NN , , collaboration NN , , and CC information NN dissemination NN . SENT Very RB useful JJ . SENT use NN e SYM mail NN , , locate VVP instructional JJ materials NNS , , transfer NN files NNS from IN remote JJ locations NNS , , consult VV with IN classmates NNS , , instructors NNS , , and CC advisor NN . SENT Moderately RB useful JJ . SENT do VV literature NN searches NNS , , access NN electronic JJ publications NNS , , articles NNS , , and CC scholarly JJ journals NNS , , transfer NN information NN between IN home NN computer NN and CC university NN account NN , , and CC organize VV , , store VV , , and CC print NN information NN in IN student NN account NN . SENT Somewhat RB useful JJ . SENT observe VVP other JJ Internet NN sites NNS , , participate VV in IN electronic JJ discussion NN groups NNS , , collaborate VVP with IN scholars NNS from IN other JJ universities NNS worldwide RB . SENT Less RBR useful JJ . SENT author NN and CC publish VV electronic JJ documents NNS with IN hypertext NN links NNS to TO remote JJ sources NNS . SENT Responses NNS were VBD fairly RB evenly RB divided VVN into IN these DT four CD groups NNS , , indicating VVG a DT wide JJ range NN of IN utilization NN of IN Internet NN resources NNS . SENT We PP have VHP a DT mix NN of IN challenged VVN and CC experienced VVN users NNS with IN different JJ needs NNS . SENT Respondents NNS were VBD asked VVN to TO identify VV the DT challenges NNS they PP encountered VVD using VVG e NN mail NN . SENT From IN those DT responses NNS , , we PP separated VVD the DT early JJ adopters NNS from IN a DT group NN of IN respondents NNS who WP seemed VVD to TO have VH more JJR difficulties NNS with IN the DT technology NN . SENT The DT two CD groups NNS were VBD then RB compared VVN as IN they PP expressed VVD preferences NNS for IN the DT eight CD training NN and CC performance NN support NN aids NNS which WDT we PP were VBD considering VVG developing VVG . SENT The DT rankings NNS , , reported VVN in IN Table NN 2 CD below RB , , were VBD very RB different JJ for IN each DT group NN . SENT Early JJ AdoptersReluctant JJ Users NNS of IN the DT Technology NP 1 CD . SENT online JJ tutorials NNS , , 2 CD . SENT workshops NNS , , 3 CD . SENT paper NN tutorials NNS , , 4 CD . SENT interactive JJ demonstrations NNS , , 5 CD . SENT booklets NNS , , 6 CD . SENT classes NNS , , 7 CD . SENT brochures NNS , , 8 CD . SENT help NN from IN graduate JJ assistants NNS . SENT 1 LS . SENT help VV from IN graduate JJ assistants NNS , , 2 CD . SENT workshops NNS , , 3 CD . SENT classes NNS , , 4 CD . SENT paper NN tutorials NNS , , 5 CD . SENT interactive JJ demonstrations NNS , , 6 CD . SENT brochures NNS , , 7 CD . SENT booklets NNS , , 8 CD . SENT online JJ tutorials NNS . SENT Table NN 1 CD . SENT Preference NN rankings NNS for IN different JJ kinds NNS of IN performance NN support NN , , across IN two CD user NN profiles NNS . SENT It PP is VBZ evident JJ that IN new JJ users NNS seek VVP face NN to TO face VV instruction NN . SENT either DT individual JJ attention NN by IN graduate JJ assistants NNS in IN the DT laboratory NN , , or CC one CD to TO two CD hour NN workshops NNS and CC formal JJ classes NNS . SENT The DT early JJ adopters NNS included VVD experienced JJ and CC frequent JJ users NNS . SENT This DT group NN seems VVZ comfortable JJ with IN tutorials NNS , , both CC online JJ and CC paper NN , , whereas IN one CD on IN one CD assistance NN from IN graduate NN assistants NNS was VBD at IN the DT bottom NN of IN the DT list NN possibly RB because IN graduate JJ assistants NNS working VVG in IN the DT lab NN are VBP not RB formally RB trained VVN or CC certified VVN in IN the DT use NN of IN the DT Internet NN . SENT Interestingly RB , , both DT groups NNS ranked VVD one CD to TO two CD hour NN workshops NNS very RB highly RB rank VV 2 CD , , whereas IN formal JJ classes NNS were VBD ranked VVN third JJ from IN the DT top NN by IN the DT challenged VVN group NN , , and CC third JJ from IN the DT bottom NN by IN the DT frequent JJ users NNS . SENT In IN an DT effort NN to TO uncover VV users NNS perceptions NNS , , we PP asked VVD survey NN respondents NNS a DT number NN of IN Likert NP style NN attitude NN questions NNS . SENT Responses NNS of IN ten CD identified VVN reluctant JJ users NNS are VBP reported VVN in IN Table NN 2 CD below RB . SENT 3 LS . SENT 5 LS I PP feel VV intimidated VVN by IN the DT techno NN gurus NNS in IN the DT program NN . SENT 3 LS . SENT 3 CD I PP feel VVP I PP can MD accomplish VV the DT same JJ thing NN with IN mail NN and CC phone NN calls NNS . SENT 3 LS . SENT 3 CD I'm NN the DT type NN that WDT needs VVZ a DT lot NN of IN hand NN holding NN . SENT 3 LS . SENT 1 CD I'm NN concerned VVN that IN I'd NP have VHP to TO learn VV too RB much RB technical JJ jargon NN and CC commands VVZ to TO make VV it PP worthwhile JJ . SENT 3 LS . SENT 0 CD I PP don't VVD have VH the DT time NN to TO learn VV e NN mail NN . SENT 3 LS . SENT 0 CD I PP would MD like VV to TO see VV more JJR use NN of IN E NN mail NN in IN my PP$ classes NNS . SENT 2 LS . SENT 6 CD I PP think VVP E NN mail NN is VBZ worth IN the DT time NN and CC trouble NN . SENT 3 LS . SENT 6 CD Getting VVG access NN from IN home NN is VBZ too RB expensive JJ . SENT 2 LS . SENT 4 CD Learning NP to TO use VV E NN mail NN will MD pay VV off RP for IN me PP professionally RB . SENT 2 LS . SENT 3 LS I PP think VV E NN mail NN can MD help VV me PP stay VV in IN touch NN with IN people NNS better RBR . SENT 2 LS . SENT 0 CD I PP have VHP a DT hard JJ time NN expressing VVG my PP$ thoughts NNS in IN writing NN . SENT Table NN 2 CD . SENT Attitude NN responses NNS of IN ten CD survey NN respondents NNS who WP showed VVD a DT reluctance NN to TO use VV e NN mail NN and CC Internet NN resources NNS , , with IN 5 CD converting VVG to TO strongly RB agree VV , , 3 CD to TO undecided JJ , , and CC 1 CD to TO strongly RB disagree VV . SENT These DT responses NNS from IN reluctant JJ users NNS reflect VVP a DT number NN of IN underlying JJ factors NNS self NN concept NN , , social JJ , , and CC practical JJ that IN contribute VV to TO a DT person's JJ choice NN to TO use VV e NN mail NN and CC the DT Internet NN in IN their PP$ day NN to TO day NN work NN . SENT In IN spite NN of IN users NNS reluctance NN to TO make VV use NN of IN the DT technology NN , , their PP$ responses NNS indicate VVP a DT complex JJ relationship NN with IN that DT technology NN . SENT Discussion NN of IN these DT issues NNS is VBZ continued VVN in IN the DT section NN below RB . SENT FURTHER JJR INSIGHTS NNS INTO IN USER NP PERCEPTIONS NNS Since IN the DT summer NN of IN 1993 CD , , Brent NP has VHZ been VBN using VVG e NN mail NN as IN a DT mode NN of IN communication NN within IN his PP$ classes NNS Lowry NP , , Koneman NP , , Osman NP Jouchoux NP , , Wilson NP , , 1994 CD . SENT Wilson NP , , Lowry NP , , Koneman NP , , Osman NP Jouchoux NP , , 1994 CD . SENT Students NNS receive VVP e NN mail NN accounts NNS and CC are VBP encouraged VVN to TO communicate VV with IN each DT other JJ and CC with IN the DT instructor NN . SENT Reactions NNS to TO readings NNS , , discussions NNS of IN the DT text NN , , class NN announcements NNS , , and CC questions NNS to TO the DT instructors NNS are VBP all RB commonly RB communicated VVN electronically RB . SENT In IN the DT spring NN of IN 1995 CD , , Brent's NP doctoral JJ seminar NN went VVD the DT next JJ step NN and CC began VVD using VVG the DT Internet NN seriously RB as IN a DT research NN tool NN and CC as IN an DT object NN of IN study NN . SENT The DT thirteen CD class NN members NNS were VBD about RB evenly RB divided VVN between IN students NNS with IN an DT interest NN in IN technology NN and CC other JJ students NNS who WP took VVD the DT course NN as IN a DT program NN requirement NN . SENT The DT class NN spent VVD nearly RB half PDT the DT classtime NN exploring VVG the DT Internet NN , , developing VVG homepages NNS , , conducting VVG searches NNS , , downloading VVG files NNS , , and CC participating VVG electively RB in IN listserv NN discussion NN groups NNS . SENT A DT group NN interview NN with IN the DT 13 CD students NNS was VBD conducted VVN nine CD weeks NNS into IN the DT semester NN . SENT This DT group NN interview NN served VVN as IN an DT important JJ source NN of IN information NN concerning VVG students NNS motives NNS , , attitudes NNS , , and CC perceptions NNS of IN the DT Internet NN as IN a DT learning VVG tool NN . SENT The DT following VVG questions NNS were VBD sent VVN out RP on IN e NN mail NN in IN anticipation NN of IN the DT interview NN , , and CC guided VVD our PP$ discussion NN see VV Table NN 3 CD . SENT QUESTIONS NNS TO TO NEW JJ USERS NNS OF IN THE DT INTERNET NN Did VVD I PP embrace VV or CC resist VV the DT technology NN . SENT Why WRB . SENT How WRB did VVD my PP$ thinking VVG change NN as IN I PP learned VVD to TO use VV the DT Internet NN . SENT Were VBD there RB changes NNS in IN my PP$ mental JJ models NNS . SENT Changes NNS in IN attitudes NNS . SENT Were VBD there RB any DT breakthroughs NNS or CC aha NP experiences NNS . SENT What WP kinds NNS of IN supports NNS or CC experiences NNS were VBD most RBS helpful JJ to TO me PP in IN learning VVG to TO take VV full JJ advantage NN of IN e NN mail NN and CC the DT Internet NN . SENT Why WRB . SENT In IN what WP ways NNS can MD the DT Internet NN be VB used VVN for IN learning VVG purposes NNS . SENT What WP is VBZ the DT potential NN versus IN the DT reality NN . SENT How WRB can MD the DT potential NN be VB realized VVN . SENT Has VHZ my PP$ experience NN with IN the DT Internet NN influenced VVD the DT way NN I PP think VVP about IN technology NN and CC education NN . SENT What WP do VVP I PP know VVP now RB that IN I PP did VVD not RB even RB think VVP about IN three CD weeks NNS ago RB in IN terms NNS of IN how WRB I PP might MD use VV technology NN for IN education NN . SENT Can MD tools NNS like IN the DT Internet NN help VV us PP create VV collaborative JJ , , knowledge NN building NN learning VVG communities NNS . SENT Has VHZ my PP$ experience NN with IN the DT Internet NN influenced VVD how WRB I PP think VVP about IN education NN and CC learning VVG in IN general NN . SENT Are VBP there RB concerns NNS about IN potential JJ abuses NNS of IN technology NN and CC education NN . SENT How WRB can MD we PP use VV the DT Internet NN in IN ways NNS that WDT affirm VV people's NP individuality NN and CC humanity NN . SENT Table NN 3 CD . SENT Questions NNS put VVD to TO members NNS of IN the DT doctoral JJ seminar NN . SENT We PP have VHP organized VVN student NN comments NNS around IN several JJ key JJ factors NNS that WDT affect VVP students NNS choices NNS to TO use VV or CC avoid VV e NN mail NN and CC the DT Internet NN . SENT Names NNS have VHP been VBN changed VVN to TO protect VV the DT anonymity NN of IN responses NNS . SENT For IN a DT further JJR analysis NN of IN features NNS of IN the DT Internet NN which WDT inhibit VVP of IN encourage VV interaction NN , , see VVP Ryder NP , , Wilson NP , , Myers NP , , 1996 CD . SENT 1 CD . SENT Clear JJ payoff NN . SENT There EX needs VVZ to TO be VB some DT compelling JJ need NN for IN students NNS to TO engage VV in IN the DT discomfort NN attending VVG the DT learning NN of IN new JJ technologies NNS . SENT Says VVZ one CD student NN . SENT How WRB is VBZ this DT gonna VVG help NN me PP down RB the DT road NN . SENT Jon NP used VVD the DT example NN of IN his PP$ wife NN pressuring VVG him PP to TO use VV Quicken VV for IN their PP$ personal JJ finances NNS . SENT I PP have VHP always RB known VVN exactly RB what WP I PP have VHP in IN the DT bank NN within IN 5 CD . SENT What WP do VVP I PP need MD Quicken VV for IN . SENT A DT goal NN to TO use VV the DT technology NN can MD come VV from IN a DT class NN assignment NN or CC expectation NN , , but CC also RB from IN students NNS themselves PP . SENT Carl NP described VVD a DT personal JJ learning VVG goal NN he PP created VVD . SENT To TO create VV an DT electronic JJ portfolio NN showcasing VVG his PP$ work NN . SENT A DT portfolio NN is VBZ a DT major JJ requirement NN of IN the DT doctoral JJ program NN . SENT Carl NP decided VVD to TO do VV his PP$ electronically RB . SENT With IN this DT goal NN in IN mind NN , , Carl's NP heavy JJ participation NN on IN the DT Internet NN had VHD a DT focus NN and CC purpose NN . SENT 2 LS . SENT Overcoming VVG technophobia NN and CC technophatigue NN . SENT Technophobia NP is VBZ common JJ because IN it PP seems VVZ there EX is VBZ always RB some DT new JJ technology NN demanding VVG to TO be VB learned VVN . SENT Technophobia NP typically RB is VBZ triggered VVN when WRB two CD things NNS are VBP coupled VVN . SENT a DT belief NN in IN the DT value NN or CC necessity NN of IN learning VVG and CC using VVG a DT new JJ technology NN . SENT feelings NNS of IN incompetence NN or CC inability NN to TO learn VV the DT new JJ technology NN . SENT Ironically RB , , the DT higher JJR someone NN values VVZ the DT technology NN , , the DT more RBR extreme JJ the DT phobia NN can MD become VV . SENT Many JJ people NNS have VHP deeply RB ingrained JJ feelings NNS of IN incompetence NN regarding VVG technology NN . SENT These DT feelings NNS of IN inadequacy NN , , when WRB reinforced VVN by IN past JJ experiences NNS of IN failure NN , , can MD lead VV to TO a DT condition NN of IN learned VVN helplessness NN where WRB the DT person NN quits VVZ trying VVG and CC becomes VVZ entrenched VVN in IN the DT avoidance NN of IN technology NN . SENT Persisting VVG avoidance NN behavior NN only RB widens VVZ the DT knowledge NN gap NN , , leading VVG to TO a DT vicious JJ cycle NN of IN avoidance NN , , growing VVG incompetence NN , , and CC feelings NNS of IN inadequacy NN . SENT Several JJ students NNS in IN our PP$ interview NN reported VVD a DT need NN for IN unpressed JJ time NN to TO dabble VV , , observe VVP others NNS , , and CC become VV comfortable JJ with IN the DT technology NN . SENT Deb NP said VVD , , It PP takes VVZ me PP awhile RB to TO process NN , , then RB when WRB I PP get VVP it PP snaps VVZ finger VV I PP go VV for IN it PP . SENT Kate's NP strategy NN is VBZ similar JJ . SENT I PP soak VV myself PP in IN it PP for IN a DT long JJ time NN , , then RB I'll NP use VV it PP after IN I'm NP comfortable JJ . SENT Kate NP reported VVD that IN , , because IN her PP$ learning VVG style NN is VBZ conceptual JJ and CC highly RB visual JJ , , she PP is VBZ developing VVG her PP$ own JJ job NN aids VVZ to TO support VV her PP$ performance NN . SENT Alta NP has VHZ a DT friend NN who WP lives VVZ close RB by IN , , just RB across IN town NN . SENT But CC she PP enjoys VVZ communicating VVG back RB and CC forth RB with IN this DT friend NN via IN e NN mail NN . SENT It's NP a DT safe JJ way NN to TO practice VV her PP$ new JJ skill NN . SENT My PP$ daughter NN and CC son NN are VBP both CC in IN college NN . SENT I PP found VVD out IN they PP were VBD communicating VVG over IN e NN mail NN and CC it PP made VVD me PP curious JJ . SENT If IN it PP had VHD been VBN an DT assignment NN , , though RB , , I PP would MD have VH thought VVN differently RB about IN it PP . SENT 3 LS . SENT Cultural JJ personal JJ compatibility NN . SENT Technology NP occasionally RB conflicts NNS with IN people's NP learning VVG styles NNS , , self NN concepts NNS , , and CC lifestyles NNS . SENT Some DT people NNS actively RB resist VVP technology NN on IN grounds NNS of IN principle NN , , believing VVG the DT technology NN influences VVZ their PP$ lives NNS in IN negative JJ ways NNS . SENT To TO address VV this DT concern NN , , students NNS need VVP skills NNS and CC tools NNS to TO manage VV the DT complexity NN and CC retain VV a DT sense NN of IN control NN over IN the DT technology NN and CC not RB vice NN versa RB . SENT Frank NP , , for IN example NN , , commented VVD on IN the DT problem NN of IN information NN overload NN on IN the DT net NN . SENT He PP sees VVZ the DT Internet NN as IN an DT open JJ ended VVN tool NN , , but CC the DT World NP Wide NP Web NP is VBZ a DT garage NN sale NN There's NNS so IN much JJ junk NN out IN there RB . SENT I PP have VHP to TO be VB selective JJ in IN how WRB I PP spend VVP my PP$ time NN and CC what WP resources NNS I PP use VVP . SENT Deb NP described VVD some DT of IN the DT interpersonal JJ dynamics NNS involved VVN in IN e NN mail NN communications NNS . SENT She PP found VVD it PP amazing JJ that IN the DT co NP worker NN in IN the DT next JJ cubicle NN would MD send VV e NN mail NN to TO send VV simple JJ messages NNS rather RB than IN just RB saying VVG Hey NP . SENT across IN the DT partition NN . SENT She PP also RB described VVD times NNS when WRB people NNS would MD post VV messages NNS laced VVN with IN an DT emotional JJ undercurrent NN , , concerning VVG job NN conditions NNS or CC personal JJ items NNS . SENT Deb NP gets VVZ a DT message NN like IN this DT and CC replies VVZ , , We PP need VVP to TO talk VV . SENT At IN that DT point NN , , the DT communication NN returns VVZ to TO face VV to TO face VV . SENT 4 LS . SENT Proper JJ scaffolding NN . SENT People NNS need VVP a DT scaffold NN or CC support NN structure NN in IN place NN as IN they PP engage VVP in IN complex JJ performances NNS outside IN their PP$ normal JJ repertoire NN of IN skills NNS . SENT In IN the DT case NN of IN the DT Internet NN , , a DT complete JJ scaffolding NN system NN seems VVZ to TO include VV . SENT Supportive JJ , , non JJ judgmental JJ , , social JJ support NN system NN . SENT Scott NP noted VVD a DT problem NN with IN adult NN learners NNS . SENT We PP tend VVP to TO assume VV that DT everyone NN knows VVZ how WRB to TO do VV basic JJ things NNS . SENT I PP shouldn't VVD have VH to TO ask VV for IN help VV I'm NP a DT graduate JJ student NN . SENT Then RB we're RB embarrassed JJ when WRB don't NN know VV what WP we're NN doing VVG , , and CC we're NN afraid JJ to TO ask VV . SENT You PP don't VVD wanna VV look NN stupid JJ , , so RB you're NN not RB going VVG to TO venture VV out RP . SENT . SENT . SENT Lots NNS of IN hand NN holding NN . SENT New JJ users NNS of IN technology NN can MD easily RB get VV overwhelmed VVN by IN the DT complexity NN and CC newness NN of IN it PP all RB . SENT Greg NP complained VVD , , We PP don't VVD know VV what WP we PP don't VVD know VV . SENT Carl NP suggested VVD that DT technology NN be VB mastered VVN in IN small JJ groups NNS of IN 2 CD 3 CD learners NNS , , maximum NN . SENT People NNS need VVP personal JJ attention NN and CC hand NN holding NN that WDT is VBZ not RB possible JJ in IN a DT full JJ class NN . SENT Five CD minutes NNS into IN a DT full JJ class NN demo NN , , some DT students NNS get VVP lost VVN but CC won't NN say VVP anything NN , , because IN they PP feel VVP there EX is VBZ nothing NN that WDT can MD be VB done VVN in IN such PDT a DT large JJ group NN . SENT Freedom NN from IN technical JJ hurdles NNS . SENT Richard NP described VVD his PP$ attitude NN towards IN obstacles NNS in IN using VVG technology NN . SENT You PP hit VVD a DT barrier NN once IN jump NN over IN it PP . SENT You PP hit VVD it PP a DT second JJ time NN , , remove VV the DT barrier NN . SENT Richard NP described VVD how WRB having VHG a DT clear JJ application NN a DT decision NN to TO begin VV implementing VVG e NN mail NN in IN his PP$ own JJ classes NNS prompted VVD him PP to TO make VV steady JJ progress NN toward IN using VVG the DT technology NN . SENT It's NNS like IN the DT movie NN , , What WP About IN Bob NP I'm NP taking VVG baby NN steps NNS but CC I'm NN getting VVG there RB . SENT Access NN . SENT One CD student NN had VHD serious JJ problems NNS initially RB because IN he PP did VVD not RB own VV a DT computer NN and CC modem NN , , and CC had VHD difficulty NN getting VVG on IN campus NN . SENT This DT lack NN of IN access NN initially RB affected VVD his PP$ attitudes NNS and CC learning VVG of IN Internet NN skills NNS . SENT Finding VVG a DT good JJ time NN to TO get VV online JJ is VBZ a DT problem NN for IN Alta NP . SENT If IN you PP look VVP at IN my PP$ times NNS , , you'll JJ see VVP that IN I'm NP on IN at IN 5 CD . SENT 00 CD am RB . SENT I PP can't VVD get VV on IN during IN the DT day NN the DT modem NN pool NN is VBZ overloaded VVN . SENT Sunday NP night NN is VBZ impossible JJ . SENT So RB she PP logs VVZ on IN before IN work NN , , which WDT leaves VVZ her PP$ little JJ time NN to TO reflect VV and CC respond VV to TO mail NN , , even RB when WRB she PP is VBZ inclined VVN to TO do VV so RB . SENT Jack NP had VHD similar JJ access NN problems NNS . SENT He PP lives VVZ outside IN the DT local JJ dialing NN area NN , , but CC eventually RB learned VVD how WRB to TO telnet VV from IN one CD computer NN to TO another DT . SENT This DT made VVN communication NN from IN home NN to TO the DT university NN economically RB feasible JJ . SENT 5 LS . SENT Finding VVG a DT voice NN and CC having VHG something NN to TO say VV . SENT Lynn NP described VVD some DT of IN the DT concerns NNS that WDT are VBP keeping VVG her PP from IN finishing VVG her PP$ homepage NN . SENT The DT issue NN of IN progress NN isn't NN with IN the DT technology NN . SENT There's NP lots NNS of IN supports NNS We PP know VVP how WRB to TO get VV help NN . SENT My PP$ problem NN is VBZ the DT CONTENT NN , , not RB the DT technology NN . SENT I PP still RB don't VVD know VV what WP I PP want VVP to TO put VV into IN my PP$ homepage NN , , and CC how WRB I PP want VVP it PP to TO look VV . SENT Frank NP agreed VVD with IN Lynn NP . SENT I PP used VVD the DT private JJ command NN to TO lock VV up RP my PP$ homepage NN until IN I'm NP ready JJ to TO show VV it PP off RP . SENT I'm NP spending NN time NN developing VVG the DT text NN document NN . SENT I PP want VVP to TO make VV sure RB my PP$ stuff NN is VBZ substantive JJ and CC cogent JJ . SENT I PP don't VVD want VV the DT whole JJ world NN thinking VVG I'm NP a DT fool NN . SENT FOLLOWUP NN WITH IN STUDENTS NNS AND CC FACULTY NN To TO examine VV possible JJ shifts NNS in IN students NNS perceptions NNS and CC Internet NN use NN since IN the DT Spring NP term NN , , a DT follow VV up RP interview NN via IN e NN mail NN was VBD conducted VVN during IN the DT fall NN of IN 1995 CD . SENT A DT short JJ questionnaire NN was VBD sent VVN to TO the DT thirteen CD students NNS who WP had VHD been VBN enrolled VVN in IN the DT spring NN doctoral JJ seminar NN . SENT The DT students NNS were VBD asked VVN to TO re NN assess VV their PP$ attitudes NNS , , perceptions NNS , , and CC use NN of IN e NN mail NN and CC the DT Internet NN in IN relation NN to TO their PP$ academic JJ work NN . SENT Seven CD of IN the DT thirteen CD students NNS replied VVD . SENT Their PP$ comments NNS reveal VVP two CD clusters NNS of IN students NNS . SENT Some DT students NNS have VHP remained VVN static JJ or CC resistant JJ toward IN technology NN use NN , , while IN others NNS dynamically RB appropriate JJ the DT technology NN into IN their PP$ research NN and CC communications NNS . SENT Students NNS in IN the DT second JJ group NN have VHP entered VVN into IN a DT dynamic JJ relationship NN with IN the DT technology NN , , with IN their PP$ personal JJ and CC professional JJ growth NN stimulated VVN by IN new JJ resources NNS and CC tools NNS available JJ on IN the DT Internet NN . SENT This DT dynamic JJ growth NN is VBZ reflected VVN by IN an DT extended JJ use NN of IN the DT Internet NN as IN a DT research NN tool NN . SENT Kate NP experienced VVD a DT major JJ shift NN in IN how WRB she PP thought VVD about RB and CC used VVD the DT Internet NN . SENT What WP I PP wasn't VVD tuned VVN into IN at IN first JJ was VBD my PP$ potential JJ role NN on IN the DT Net NN . SENT . SENT . SENT that IN I PP could MD be VB a DT resource NN for IN others NNS . SENT . SENT . SENT that IN I PP could MD have VH a DT site NN and CC offer VV my PP$ wares NNS to TO the DT world NN . SENT Kate NP uses VVZ the DT Internet NN almost RB daily JJ to TO communicate VV within IN the DT virtual JJ community NN . SENT She PP gives VVZ credit NN to TO a DT professor NN who WP provided VVD support NN as IN she PP underwent VVD this DT change NN process NN . SENT Another DT equally RB enthusiastic JJ adopter NN is VBZ Scott NP . SENT His PP$ use NN of IN the DT Internet NN has VHZ been VBN stimulated VVN by IN his PP$ experiences NNS outside IN the DT department NN . SENT He PP commented VVD , , . SENT . SENT . SENT I PP conferred VVD with IN an DT acquaintance NN in IN Britain NP more RBR frequently RB on IN e NN mail NN this DT semester NN than IN I PP did VVD with IN my PP$ classmates NNS at IN UCD NP . SENT Scott NP questions VVZ the DT department's JJ support NN of IN the DT Internet NN as IN a DT resource NN for IN students NNS . SENT He PP is VBZ concerned VVN that IN some DT students NNS perceive VVP the DT Internet NN as IN not RB a DT valued VVN resource NN or CC a DT place NN to TO participate VV in IN the DT larger JJR academic JJ community NN . SENT For IN technical JJ support NN , , another DT student NN , , Oprah NP has VHZ also RB reached VVN out RP to TO the DT broader JJR Internet NN community NN , , seeking VVG technical JJ help NN from IN her PP$ daughter NN , , a DT computer NN engineer NN at IN a DT university NN in IN another DT state NN . SENT In IN contrast NN , , we PP noted VVD the DT work NN done VVN by IN the DT Task NP Force NP extends VVZ beyond IN our PP$ university NN walls NNS . SENT One CD student NN who WP sees VVZ values NNS in IN the DT Internet NN but CC uses VVZ these DT resources NNS irregularly RB , , reported VVD that IN he PP would MD use VV locally RB developed VVN resources NNS to TO develop VV a DT homepage NN at IN a DT neighboring JJ university NN . SENT Janell NP , , an DT active JJ e NN mail NN user NN , , explains VVZ why WRB she PP doesn't VVD take VV advantage NN of IN Internet NN resources NNS . SENT My PP$ thinking NN has VHZ not RB changed VVN re NN . SENT the DT Internet NN since IN May NP . SENT I PP still RB think VVP that IN it PP is VBZ a DT very JJ time NN consuming NN effort NN to TO search VV and CC or CC monitor VV the DT Internet NN for IN my PP$ learning VVG needs NNS . SENT I PP realize VVP that IN the DT vast JJ amount NN of IN information NN available JJ could MD be VB invaluable JJ , , but CC I PP do VVP not RB currently RB have VH the DT time NN or CC the DT inclination NN to TO fight VV the DT technology NN as RB well RB as IN the DT effort NN needed VVD to TO find VV what WP I PP need VVP . SENT We PP can MD only RB conclude VV that IN the DT six CD students NNS who WP chose VVD not RB to TO respond VV to TO the DT followup NN questions NNS may MD hold VV similar JJ views NNS . SENT Person NN to TO person NN followup NN may MD shed VV further RBR light JJ on IN these DT students NNS use VVP of IN e NN mail NN and CC the DT priority NN of IN the DT Internet NN in IN their PP$ graduate JJ studies NNS . SENT Recognizing VVG the DT central JJ role NN played VVN by IN faculty NN members NNS in IN setting VVG a DT tone NN for IN a DT department's JJ local JJ culture NN , , we PP decided VVD to TO probe VV into IN faculty NN attitudes NNS . SENT In IN spite NN of IN their PP$ affiliation NN with IN a DT technology NN program NN or CC perhaps RB because IN of IN it PP . SENT faculty NN members NNS can MD be VB expected VVN to TO show VV varying VVG attitudes NNS toward IN the DT adoption NN of IN new JJ technologies NNS . SENT Four CD faculty NN members NNS in IN the DT ILT NP department NN were VBD contacted VVN to TO participate VV in IN a DT telephone NN interview NN . SENT Three CD of IN the DT four CD responded VVD . SENT Two CD of IN three CD interviews NNS were VBD conducted VVN via IN phone NN and CC one NN via IN an DT e NN mail NN interview NN . SENT The DT interviews NNS revealed VVD different JJ levels NNS of IN use NN and CC interest NN toward IN the DT Internet NN . SENT One CD faculty NN member NN has VHZ been VBN using VVG the DT electronic JJ medium NN to TO communicate VV globally RB with IN an DT entire JJ class NN , , establishing VVG online JJ discussion NN groups NNS and CC encouraging JJ individual JJ communication NN among IN class NN members NNS and CC their PP$ professor NN . SENT Students NNS are VBP encouraged VVN but CC not RB required VVN to TO use VV online JJ resources NNS for IN class NN projects NNS . SENT Another DT faculty NN member NN also RB encourages VVZ students NNS to TO communicate VV via IN e NN mail NN , , requiring VVG it PP for IN some DT classes NNS . SENT But CC non JJ adopters NNS can MD be VB found VVN among IN faculty NN members NNS , , too RB . SENT The DT third JJ faculty NN member NN felt VVD the DT Web NP is VBZ not RB a DT credible JJ place NN to TO either RB place VV a DT paper NN or CC to TO find VV published VVN research NN of IN fellow JJ academics NNS . SENT Using VVG the DT Internet NN is VBZ perceived VVN to TO be VB a DT cumbersome JJ , , time NN consuming NN activity NN . SENT Overall RB , , student NN and CC faculty NN comments NNS were VBD consistent JJ with IN survey NN responses NNS in IN showing VVG the DT diverse JJ responses NNS the DT Internet NN can MD provoke VV . SENT Some DT members NNS of IN the DT local JJ culture NN make VV a DT conscious JJ , , reflected VVD choice NN to TO avoid VV these DT technologies NNS , , while IN perhaps RB most JJS make VVP cautious JJ , , calculated JJ forays NNS as IN time NN and CC expected VVN payoff NN allow VV . SENT For IN the DT Task NP Force NP , , dedicated VVN to TO continuing VVG the DT assimilation NN of IN the DT Internet NN culture NN into IN the DT local JJ culture NN , , these DT findings NNS provide VVP a DT clear JJ mandate NN for IN respecting VVG diverse JJ points NNS of IN view NN and CC for IN providing VVG comprehensive JJ support NN . SENT We PP are VBP at IN beginning VVG stages NNS in IN providing VVG that DT support NN , , as RB reported VVD in IN the DT section NN below RB . SENT WHERE WRB WE PP ARE VBP NOW RB . SENT A DT PROGRESS NN REPORT VV The DT response NN of IN the DT Task NP Force NP to TO surveys NNS and CC interviews NNS have VHP taken VVN a DT number NN of IN forms NNS , , including VVG . SENT developing VVG information NN brochures NNS describing VVG local JJ resources NNS . SENT creating VVG a DT student NN distribution NN list NN for IN job NN announcements NNS , , etc FW . SENT . SENT maintaining VVG and CC improving VVG departmental JJ homepages NNS and CC resources NNS . SENT a DT continuing VVG research NN agenda NN related VVN to TO adoption NN and CC change NN . SENT ILT JJ faculty NN members NNS , , in IN spite NN of IN their PP$ diverse JJ views NNS toward IN the DT Internet NN , , have VHP responded VVN in IN turn NN with IN a DT number NN of IN supportive JJ gestures NNS , , including VVG . SENT in IN many JJ cases NNS , , encouraging VVG e NN mail NN use NN within IN classes NNS and CC between IN advisors NNS and CC students NNS . SENT establishing VVG greater JJR presence NN of IN telecommunications NNS , , distance NN learning NN , , and CC Web NP authoring VVG in IN curriculum NN offerings NNS . SENT inserting VVG an DT e NN mail NN policy NN statement NN into IN the DT ILT NP student NN handbook NN , , mandating VVG regular JJ access NN . SENT Overall RB , , the DT local JJ culture NN is VBZ moving VVG toward IN the DT Internet NN , , but CC we PP are VBP far RB from IN assimilating VVG the DT two CD cultures NNS . SENT E SYM mail NN us PP is VBZ becoming VVG routinized JJ , , but CC using VVG the DT Internet NN varies VVZ dramatically RB , , with IN faculty NN differences NNS continuing VVG to TO play VV a DT key JJ role NN . SENT Internet NP use NN has VHZ not RB yet RB transcended VVN individual JJ courses NNS to TO become VV a DT habit NN among IN community NN members NNS in IN general NN . SENT A DT number NN of IN concerns NNS remain VVP , , including VVG . SENT concerns NNS with IN equity NN and CC access NN from IN labs NNS , , work NN , , and CC home NN . SENT varying VVG expectations NNS among IN faculty NN and CC courses NNS . SENT lack NN of IN a DT graphic JJ interface NN SLIP NN PPP NP from IN home NN , , resulting VVG in IN different JJ standards NNS for IN software NN and CC interface NN . SENT continued JJ difficulty NN getting VVG connected VVN from IN home NN . SENT Increasing VVG forays NNS are VBP being VBG made VVN toward IN integrating VVG Internet NN resources NNS into IN coursework NN . SENT Most RBS recently RB , , a DT course NN is VBZ being VBG planned VVN for IN the DT spring NN that WDT will MD be VB taught VVN primarily RB via IN e NN mail NN and CC the DT Web NP . SENT A DT significant JJ factor NN affecting VVG the DT adoption NN of IN Internet NN resources NNS within IN the DT School NP of IN Education NP is VBZ the DT competition NN from IN a DT School NP sponsored VVD e NN mail NN system NN called VVD Colorado NP Educators NP Online JJ or CC CEO NP . SENT CEO NP is VBZ based VVN on IN the DT First NP Class NP BBS NP system NN and CC allows VVZ access NN to TO listservs NNS but CC not RB the DT Web NP . SENT CEO NP is VBZ used VVN as IN the DT primary JJ e NN mail NN system NN by IN Education NP faculty NN members NNS and CC is VBZ promoted VVN heavily RB to TO school NN districts NNS within IN the DT Denver NP metro NN area NN . SENT A DT significant JJ advance NN has VHZ recently RB been VBN made VVN which WDT allows VVZ access NN to TO CEO NP via IN Netscape NP on IN the DT Web NP . SENT We PP are VBP hopeful JJ that IN once IN students NNS and CC faculty NN invest VVP in IN SLIP NN access NN from IN home NN , , the DT Web NP will MD be VB more RBR easily RB integrated VVN into IN their PP$ regular JJ e NN mail NN activities NNS . SENT The DT Internet NP Task NP Force NP continues VVZ in IN its PP$ goals NNS to TO support VV the DT integration NN of IN Internet NN resources NNS in IN the DT School NP . SENT We PP struggle VV to TO maintain VV a DT dual JJ focus NN of IN maintaining VVG Web NP pages NNS while IN at IN the DT same JJ time NN promoting VVG and CC seeking VVG to TO understand VV the DT adoption NN process NN . SENT This DT semester NN , , we PP have VHP begun VVN splitting NN these DT two CD responsibilities NNS among IN two CD sub NN groups NNS , , one PP charged VVD with IN Web NP maintenance NN and CC the DT other JJ charged VVN with IN engaging VVG in IN change NN research NN . SENT CONCLUSIONS NNS AND CC RECOMMENDATIONS NNS Theory NN and CC practical JJ knowledge NN about IN how WRB to TO use VV the DT Internet NN lags VVZ behind IN the DT technology NN itself PP . SENT This DT is VBZ to TO be VB expected VVN . SENT Cuban NP 1986 CD surveyed VVD the DT history NN of IN technologies NNS used VVN in IN education NN and CC found VVD a DT pattern NN that WDT included VVD initial JJ stages NNS of IN excitement NN and CC hype NN , , followed VVN by IN predictable JJ backlashes NNS and CC retrenchment NN . SENT Initial JJ uses NNS of IN a DT new JJ technology NN tend VVP to TO mirror VV existing VVG educational JJ forms NNS and CC practices NNS e NN . SENT g NN . SENT , , traditional JJ classrooms NNS , , lectures VVZ , , and CC control NN structures NNS . SENT Eventually RB we PP expect VVP to TO see VV greater JJR departure NN from IN traditional JJ educational JJ forms NNS , , with IN the DT Internet NN enabling VVG new JJ paradigms NNS and CC approaches NNS to TO learning VVG Blurton NP , , 1994 CD . SENT Lemke NP , , 1993 CD . SENT To TO understand VV people's NP use NN and CC resistance NN of IN the DT Internet NN , , we PP have VHP felt VVN a DT need NN to TO go VV beyond IN traditional JJ adoption NN models NNS e NN . SENT g NN . SENT , , Rogers NP , , 1995 CD . SENT The DT coming VVG role NN of IN e NN mail NN and CC the DT World NP Wide NP Web NP in IN people's NP lives NNS may MD better RBR be VB understood VVN when WRB seen VVN in IN systemic JJ , , organismic JJ , , and CC chaotic JJ terms NNS Bateson NP , , 1972 CD . SENT Kelly NP , , 1994 CD . SENT We PP are VBP presently RB drawing VVG on IN theoretical JJ frameworks NNS of IN biologists NNS , , cognitive JJ psychologists NNS , , and CC anthropologists NNS as IN we PP seek VVP to TO understand VV the DT learning VVG potential NN of IN the DT Internet NN . SENT Our PP$ observations NNS have VHP also RB heightened VVN our PP$ awareness NN of IN the DT difficulty NN in IN bringing VVG two CD cultures NNS together RB . SENT Users NNS must MD surpass VV a DT number NN of IN barriers NNS as IN they PP become VVP initiates NNS into IN the DT Internet NN culture NN . SENT We PP found VVD the DT technical JJ barriers NNS to TO be VB the DT easiest JJS ones NNS to TO solve VV . SENT But CC there EX are VBP many JJ more RBR that RB are VBP rooted VVN in IN culture NN , , lifestyles NNS , , learning VVG styles NNS , , paradigms NNS , , and CC comfort NN zones NNS . SENT These DT cultural JJ aspects NNS of IN Internet NN use NN provide VVP rich JJ opportunities NNS for IN further JJR research NN , , theory NN development NN , , and CC guidance NN for IN practice NN . SENT David NP Perkins NP 1996 CD notes NNS an DT important JJ kind NN of IN learning VVG that DT is VBZ not RB often RB acknowledged VVD in IN formal JJ school NN settings NNS . SENT Knowing VVG your PP$ way NN around RP . SENT Just RB as IN we PP knew VVD our PP$ way NN around IN our PP$ neighborhood NN as IN children NNS , , Perkins NP suggests VVZ that IN knowing VVG our PP$ way NN combines VVZ a DT number NN of IN kinds NNS of IN knowing VVG , , including VVG . SENT . SENT . SENT . SENT having VHG a DT sense NN of IN orientation NN , , recognizing VVG problems NNS and CC opportunities NNS , , perceiving VVG how WRB things NNS work VVP together RB , , possessing VVG a DT feel NN for IN the DT texture NN and CC structure NN of IN the DT domain NN . SENT It PP encompasses VVZ not RB just RB explicit JJ but CC tacit JJ knowledge NN , , not RB just RB focal JJ awareness NN but CC peripheral JJ awareness NN , , not RB just RB a DT sense NN of IN what's NNS there RB but CC what's NNS interesting JJ and CC valuable JJ . SENT . SENT . SENT . SENT K NP nowing NP your PP$ way NN around RB resonates VVZ with IN the DT notion NN of IN a DT learning VVG environment NN . SENT p NN . SENT vi NP Knowing VVG our PP$ way NN around RB can MD be VB critical JJ in IN a DT variety NN of IN domains NNS . SENT We PP can MD speak VV sensibly RB of IN knowing VVG your PP$ way NN around IN the DT stock NN market NN , , playing VVG baseball NN , , and CC any DT discipline NN , , for IN instance NN physics NNS or CC English JJ literature NN . SENT To TO really RB know VV any DT of IN these DT domains NNS requires VVZ a DT kind NN of IN flexible JJ orientation NN to TO what WP things NNS and CC places NNS they PP contain VVP , , what WDT resources NNS they PP afford VVP , , and CC how WRB to TO get VV jobs NNS done VVN . SENT . SENT . SENT . SENT Perkins NP , , 1996 CD , , p NN . SENT vi NP We PP agree VVP with IN Perkins NP . SENT People NNS who WP learn VVP their PP$ way NN around IN the DT Internet NN are VBP learning VVG more JJR than IN facts NNS , , rules NNS , , and CC procedures NNS . SENT As IN Perkins NP notes NNS , , being VBG able JJ to TO get VV around RP an DT information NN rich JJ environment NN is VBZ closely RB related VVN to TO mastering VVG the DT complexity NN of IN modern JJ disciplines NNS cf NN . SENT Kelly NP , , 1994 CD . SENT Through IN the DT Internet NN and CC similar JJ collaborative JJ learning NN environments NNS , , people NNS can MD become VV enculterated JJ into IN new JJ disciplines NNS and CC knowledge NN building NN communities NNS Scardamalia NP Bereiter NP , , 1994 CD . SENT Students NNS facing VVG limited JJ resources NNS in IN their PP$ local JJ environments NNS e NN . SENT g NN . SENT , , an DT under IN funded JJ , , inner JJ city NN school NN potentially RB can MD reach VV out RP to TO unlimited JJ resources NNS on IN the DT Internet NN . SENT The DT possibilities NNS are VBP staggering JJ . SENT The DT Internet NN has VHZ the DT potential NN to TO be VB an DT equalizer NN that WDT introduces VVZ novice NN outsiders NNS into IN a DT rich JJ community NN full JJ of IN resources NNS and CC expertise NN . SENT Of IN course NN , , something NN is VBZ missing VVG from IN the DT picture NN . SENT Impoverished JJ or CC dysfunctional JJ local JJ communities NNS will MD not RB prepare VV students NNS with IN the DT metacognitive JJ and CC dispositional JJ qualities NNS needed VVN to TO take VV advantage NN to TO a DT rich JJ virtual JJ environment NN . SENT Students NNS who WP have VHP never RB seen VVN the DT light NN of IN day NN cannot NN be VB expected VVN to TO rush VV outside JJ and CC begin VV playing VVG football NN on IN the DT lawn NN . SENT Even RB so RB , , the DT Internet NN may MD come VV to TO serve VV as IN a DT Trojan NP horse NN in IN such JJ limited JJ local JJ environments NNS , , subverting VVG the DT established JJ order NN , , providing VVG a DT second JJ voice NN or CC second JJ perspective NN that WDT will MD stimulate VV change NN at IN the DT local JJ level NN . SENT Even RB within IN healthy JJ local JJ environments NNS , , providing VVG clear JJ guidance NN for IN practitioners NNS is VBZ a DT challenge NN as IN they PP try VVP to TO incorporate VV the DT Internet NN . SENT Understanding VVG the DT factors NNS affecting VVG use NN , , however RB , , should MD help VV educators NNS get VV a DT better JJR grasp NN of IN methods NNS to TO bridge VV the DT gap NN between IN the DT two CD cultures NNS . SENT In IN this DT light NN , , we PP offer VVP the DT following VVG recommendations NNS to TO educators NNS using VVG the DT Internet NN . SENT 1 LS . SENT Provide VV experiences NNS which WDT guarantee VVP first JJ time NN success NN e NN . SENT g NN . SENT , , don't JJ require VVP users NNS to TO install VV and CC configure VV their PP$ own JJ software NN . SENT 2 LS . SENT Provide VV ample JJ scaffolding NN from IN initial JJ direct JJ hand NN holding NN to TO on IN line NN job NN aids NNS and CC help NN facilities NNS , , to TO on IN going VVG human JJ peer NN support NN . SENT Everyone NN in IN our PP$ study NN benefited VVD most RBS significantly RB from IN direct JJ , , live JJ , , person NN to TO person NN support NN . SENT 3 LS . SENT Integrate VV Internet NN resources NNS by IN providing VVG authentic JJ tasks NNS that WDT provide VVP students NNS legitimate JJ reasons NNS to TO use VV the DT technology NN . SENT 4 LS . SENT Integrate VV Internet NN resources NNS into IN traditional JJ classrooms NNS , , but CC also RB cultivate VV informal JJ , , student NN directed VVD uses NNS . SENT Internet NN adoption NN will MD be VB most RBS successful JJ in IN organizations NNS that WDT encourage VVP independent JJ and CC collaborative JJ inquiry NN , , student NN directed VVD learning VVG , , and CC professional JJ responsibility NN . SENT 5 LS . SENT Encourage VV adoption NN of IN Internet NP cultural JJ practices NNS through IN a DT variety NN of IN incentives NNS , , policies NNS , , and CC practices NNS , , but CC keep VV to TO a DT minimum JJ explicit JJ mandates NNS and CC requirements NNS . SENT Seek VV to TO create VV an DT atmosphere NN of IN expected VVN and CC natural JJ Internet NN participation NN without IN the DT feeling NN of IN coercion NN . SENT 6 CD . SENT Encourage VV students NNS to TO represent VV themselves PP to TO a DT world NN wide JJ community NN of IN learners NNS by IN offering VVG unique JJ contributions NNS to TO society's JJ knowledge NN base NN . SENT This DT single JJ strategy NN affords VVZ ownership NN and CC empowerment NN the DT learner NN has VHZ made VVN her PP$ presence NN known VVN in IN cyberspace NN . SENT She PP is VBZ attached VVN to TO the DT World NP Wide NP Web NP . SENT REFERENCES NNS Barnes NP , , S NP . SENT 1994 CD . SENT Hypertext NN literacy NN . SENT Interpersonal JJ Computing NP and CC Technology NP , , 2 CD 4 CD . SENT gopher NN . SENT GUVM NP . SENT CCF NN . SENT GEORGETOWN NP . SENT EDU NP 00 CD LISTSERV NP ipct NN j NN ipctv NP 2 CD n NN 4 CD barnes NP . SENT ipctv NP 2 CD n NN 4 CD Bateson NP , , G NP . SENT 1972 CD . SENT Steps NNS toward IN an DT ecology NN of IN mind NN . SENT New NP York NP . SENT Ballantine NP . SENT Blurton NP , , C NP . SENT 1994 CD . SENT Using VVG the DT Internet NN for IN teaching NN , , learning VVG , , and CC research NN . SENT In IN D NP . SENT Halpern NP Associates NPS Eds NPS . SENT , , Changing VVG college NN classrooms NNS . SENT New JJ teaching NN and CC learning VVG strategies NNS for IN an DT increasingly RB complex JJ world NN pp NNS . SENT 191 CD P NN 212 CD . SENT San NP Francisco NP . SENT Jossey NP Bass NP . SENT Cuban NP , , L NP . SENT 1986 CD . SENT Teachers NNS and CC machines NNS . SENT The DT classroom NN use NN of IN technology NN since IN 1920 CD . SENT New NP York NP . SENT Teachers NP College NP Press NP . SENT December NP , , J NP . SENT 1993 CD Characteristics NNS of IN an DT oral JJ culture NN in IN discourses NNS on IN the DT net NN . SENT Paper NN presented VVD at IN the DT twelfth JJ annual JJ Penn NP State NP Conference NP on IN Rhetoric NN and CC Composition NN , , University NP Park NP , , Pennsylvania NP , , July NP 8 CD , , 1993 CD . SENT http NN . SENT www JJ . SENT rpi NNS . SENT edu NP Internet NP Guides NPS decemj NP papers NNS orality NN literacy NN . SENT txt NN Kelly NP , , K NP . SENT Out RB of IN control NN . SENT The DT new JJ biology NN of IN machines NNS , , social JJ systems NNS , , and CC the DT economic JJ world NN . SENT Reading NN MA NN . SENT Addison NP Wesley NP . SENT Lemke NP , , J NP . SENT L NP . SENT 1993 CD . SENT Hypermedia NP and CC higher JJR education NN . SENT Interpersonal JJ Computing NP and CC Technology NP . SENT An DT Electronic NP Journal NP for IN the DT 21 CD st NP Century NP . SENT ISSN NP . SENT 1064 CD 4326 CD , , 1 CD 2 CD . SENT Archived JJ as IN LEMKE NP IPCTV NP 1 CD N NP 2 CD on IN LISTSERV NP GUVM NP . SENT Lowry NP , , M NP . SENT , , Koneman NP , , P NN . SENT , , Osman NP Jouchoux NP , , R NN . SENT , , Wilson NP , , B NP . SENT 1994 CD . SENT Electronic JJ discussion NN groups NNS . SENT Using VVG e NN mail NN as IN an DT instructional JJ strategy NN . SENT TechTrends NP , , 39 CD 2 CD , , 22 CD 24 CD . SENT North NP , , Tim NP 1995 CD . SENT Internet NP and CC usenet JJ global JJ computer NN networks NNS . SENT an DT investigation NN of IN their PP$ culture NN and CC its PP$ effect NN on IN new JJ users NNS in IN higher JJR education NN . SENT Masters NNS Thesis NN . SENT Carlin NP University NP . SENT http NN . SENT foo NP . SENT curtin NP . SENT edu NN . SENT au FW thesis NN default NN . SENT html NP Perkins NP , , D NP . SENT N NP . SENT 1995 CD . SENT Preface NN . SENT Minds NNS in IN the DT hood NN . SENT In IN B NP . SENT G NP . SENT Wilson NP Ed NP . SENT , , Constructivist JJ learning VVG environments NNS . SENT Case NN studies NNS in IN instructional JJ design NN . SENT Englewood NP Cliffs NPS NJ NP . SENT Educational NP Technology NP Publications NPS , , in IN press NN . SENT Rheingold NP , , H NP . SENT 1993 CD . SENT The DT virtual JJ community NN . SENT Homesteading VVG on IN the DT electronic JJ frontier NN . SENT New NP York NP . SENT HarperPerennial NP . SENT Rogers NP , , E NP . SENT 1995 CD . SENT Diffusion NN of IN innovations NNS 3 CD rd NNS ed NP . SENT . SENT New NP York NP . SENT Free NP Press NP . SENT Ryder NP , , M NP . SENT 1994 CD . SENT Augmentation NN of IN the DT intellect NN . SENT Network NN tools NNS and CC environments NNS for IN learning VVG . SENT Unpublished JJ manuscript NN . SENT University NP of IN Colorado NP at IN Denver NP . SENT http NN . SENT www JJ . SENT cudenver NN . SENT edu NN mryder NN augment VV . SENT html NP Ryder NP , , M NP . SENT , , Wilson NP , , B NN . SENT , , Myers NP , , K NP . SENT 1996 CD , , February NP . SENT Affordances NNS and CC constraints NNS of IN the DT Internet NN . SENT Paper NN presented VVD at IN the DT meeting NN of IN the DT Association NP for IN Educational NP Communications NPS and CC Technology NP , , Indianapolis NP IN IN . SENT To TO be VB published VVN in IN the DT annual JJ proceedings NNS . SENT Sarason NP , , S NP . SENT B SYM . SENT 1988 CD . SENT The DT creation NN of IN settings NNS and CC the DT future JJ societies NNS . SENT Cambridge NP MA NN . SENT Brookline NP Books NPS . SENT Scardamalia NP , , M NP . SENT , , Bereiter NP , , C NP . SENT 1994 CD . SENT Computer NN support NN for IN knowledge NN building NN communities NNS . SENT The DT Journal NP of IN the DT Learning NP Sciences NPS , , 3 CD 3 CD , , 265 CD 283 CD . SENT Senge NP , , P NN . SENT M NP . SENT 1990 CD . SENT The DT fifth JJ discipline NN . SENT The DT art NN and CC practice NN of IN the DT learning VVG organization NN . SENT New NP York NP . SENT Currency NP Doubleday NP . SENT Sherry NP , , L NP . SENT , , the DT Internet NP Task NP Force NP 1995 CD , , March NP . SENT Building VVG a DT networked VVN learning NN community NN . SENT Unpublished JJ manuscript NN . SENT University NP of IN Colorado NP at IN Denver NP . SENT http NN . SENT ouray NP . SENT cudenver NN . SENT edu NP lcsherry NP Wilson NP , , B NP . SENT G NN . SENT , , Lowry NP , , M NP . SENT , , Koneman NP , , P NN . SENT , , Osman NP Jouchoux NP , , R NP . SENT 1994 CD , , April NP . SENT Electronic JJ discussion NN groups NNS . SENT Using VVG e NN mail NN as IN an DT instructional JJ strategy NN . SENT Paper NN presented VVD at IN the DT meeting NN of IN the DT American NP Educational NP Research NP Association NP , , New NP Orleans NP . SENT