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Written Communication
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Patterns of Social Interaction and Learning to Write

Some Effects of Network Technologies

KAREN HARTMAN

Carnegie Mellon University

CHRISTINE M. NEUWIRTH

Carnegie Mellon University

SARA KIESLER

Carnegie Mellon University

LEE SPROULL

Boston University

CYNTHIA COCHRAN

Carnegie Mellon University

MICHAEL PALMQUIST

Colorado State University

DAVID ZUBROW

Carnegie Mellon University

This study examined the effects of computer network technologies on teacher-student and student-student interactions in a writing course emphasizing multiple drafts and collaboration. Two sections used traditional modes of communication (face-to-face, paper, and phone); two other sections, in addition to using traditional modes, used electronic modes (electronic mail, bulletin boards, and so on). Patterns of social interaction were measured at two times: 6 weeks into the semester and at the end of the semester. Results indicate that teachers in the networked sections interacted more with their students than did teachers in the regular sections. In addition, it was found that teachers communicated more electronically with less able students than with more able students and that less able students communicated more electronically with other students.

Written Communication, Vol. 8, No. 1, 79-113 (1991)
DOI: 10.1177/0741088391008001005
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