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This study compared the benefits and costs associated with online versus paper-and-pencil surveys for a random sample of undergraduate students. Students completed the College Selection Survey, which had them evaluate the soundness of 10 reasons for choosing, or not choosing, to attend the university, if they could make their choice over again. Half of the sample was contacted by mail and asked to complete the paper-and-pencil survey. The other half was contacted by e-mail and asked to complete the same survey online. Willing students participated in focus groups to discuss how influential the survey reasons would be if they could select their college over again. The overall response rate was 33.3 percent for the paper-and-pencil sample and 26.2 percent for the online sample. A higher percentage of traditional age than nontraditional students responded online. Students in the two groups had similar feelings about whether they would choose the institution again, with 66.7 percent saying yes, 8.9 percent saying no, and 24.3 percent undecided. Students believed that the main advantage to online surveying was its convenience, though students without computers considered it difficult to find open computers in the campus laboratories. (Contains 15 references.) (SM)

The purpose of this study was to explore issues arising from the proliferation in use of electronic survey methods in higher education. Specifically, it examined whether response rates differed between surveys administered utilizing traditional, mailed, paper-and-pencil instruments and surveys administered utilizing electronic mail (e-mail) and the World Wide Web. A case study approach provided a two-tiered analysis that included intra-institutional and inter-institutional findings. The mailed survey began by sending informational letters to all graduating seniors in the spring semester, then sending a copy of a survey 2 weeks later. Reminders were sent through the mail. The Web survey used an e-mail message to notify the entire freshman and sophomore class of an upcoming survey, then another e-mail to provide the Web address of the survey. Reminders were sent via e-mail. Data analysis indicated that regardless of the survey method used, women responded at greater rates than did men and underrepresented minority students responded at lower rates than did whites, Asian Americans, and international students. The response rate was substantially higher for the mail survey than for the Web survey. (Contains 29 references.) (SM)

The title of this volume, "Learning Languages in the Digital Age," focuses on the integration of technology to promote authentic and interactive communication within and outside the walls of the language classroom. Major innovations have shifted Internet use from a consumer to a participatory model; that is, previously, Internet users were placed in the role of consumers who had access to materials and information (this phase of Internet integration is commonly referred to as Web 1.0). Now Internet users can become producers of resources themselves (Web 2.0 is a term used to describe this shift in Internet use from a consumer model to a participatory model). While traditional consumer and communication applications continue, widespread participation as producers of resources has jumped dramatically. Blogging, podcasting, Wikis, and other forms of democratized media are all examples of applications that promise to challenge traditional systems and roles and to enhance the nature of language teaching and learning. This shift from consumer to producer allows language learners to take a more active role in the learning process, participate in authentic communication and create products that can serve as authentic assessment of language production. This volume provides the theoretical foundation for effective language teaching and learning while providing practical applications for the language classroom. Each of the three sections represents an important aspect of language education designed to promote best practices and to increase student achievement: (1) Embracing Technology: Tools Teachers Can Use to Improve Language Learning; (2) Teacher Education and Professional Development: Agents of Change; and (3) Teaching Culture through Divergent Paths.

The title, "Making Connections: From the Classroom to the World Beyond", underscores one of the basic principles of language teaching echoed in the American Council on the Teaching of Foreign Languages (ACTFL) "Standards for Foreign Language Learning in the 21st Century". Teachers are constantly making connections in their language classes: to their students, to the curriculum, to other cultures, to teaching practices, to other disciplines, and to the global community. These connections are based on an infrastructure of language teaching and learning that involves research, theory, classroom practice, activities, and events. Over the past fifty years the profession has undergone enormous changes brought about by new research in second language acquisition as well as new directions in language teaching and learning. Once isolated from other disciplines, world languages now reaches out to them and incorporates them into the curriculum and into daily classroom activities. Furthermore, e-mail and the internet have added vast new dimensions to language teaching repertoire, enabling teachers to reach out to the global community in ways they were unable to previously. The articles are divided in sections that reflect and elaborate on the concept of making connections: (1) Making Connections to Program; (2) Making Connections to Research; (3) Making Connections to the Classroom; and (4) Making Connections to the Classroom and Beyond.

With today's growth in the use of electronic information systems for e-mail, data development and research, and the relative ease of access to such resources, protecting one's data and correspondence has become a great concern. "Pretty Good Privacy" (PGP), an encryption program developed by Phil Zimmermann, may be the software tool that will provide a person with a secure method to keep mail, manuscripts, and data private. PGP uses a two-key method of encryption. With PGP, a person gives out their public key to all who might send them encrypted messages. The person's private key, which they do not divulge, is then the only key that can access the encrypted messages, so information is secure. This paper contains detailed installation instructions, basic features and strengths of using PGP for e-mail purposes, and information on where and how to obtain current versions of the public domain PGP software. (Author/SWC)

This paper identifies and describes the categories of electronic publications (EPs) in a document-based communication and information system called JIMMY, developed by Queen Margaret College (Edinburgh, Scotland) for use by students and staff in general arts and paramedical courses. The use of computer-mediated communication systems like bulletin boards, electronic mail, and post-coordinate boolean retrieval technologies is discussed, together with user behavior and attitudes toward the system's adoption. A user requirements survey determined that principal categories of EPs that should be displayed included past examination papers, syllabus material, abstracts of articles, timetables, and assignment specifications. Survey reports from 12-month operational trials indicate that from 14 categories of EPs identified for use, course syllabus information was the most popular for viewing on video display screens, with bulletin board interfaces showing preference over post-coordinate boolean retrieval methods. Possible enhancements to the system are listed as well as the main criticisms. It is noted that the system not only proved to be an academic awareness tool, but that it also became a valuable educational resource and teaching tool. (GLR)

Institutional research has long relied on surveys to learn about student experiences. This study describes and evaluates two methods of using electronic mail to gather information from students about their experiences. Data were based on two case studies conducted during spring 1996 and fall 1997 at a 5,000-student state university. The report discusses some of the potential benefits of using e-mail to conduct survey research: faster response rates, the lack of intermediaries increases the chances that respondents will receive the survey promptly, asynchronous communication allows users to think about answers, and the medium itself may encourage users to respond more candidly. E-mail distribution lists are used to distribute questions and collect responses. Hypertext markup language (HTML) forms can be posted to an Internet web site to conduct survey research. While data from electronic surveys may not be as representative as that from a mail survey, the former is more likely to save money and time. Sample HTML form commands, a HTML form file, input types and subcommands, and HTML code used for a first-year survey are included. (Contains 10 references.) (CH)

This collection contains 30 selected papers and abstracts of six additional papers from the 1990 Conference of the Australian Society for Educational Technology. Titles and authors of the papers are as follows: (1) "Interactive Media into the Millenium" (Clark); (2) "Open Learning Centre Network Project and the Preparatory and Remedial Education Project for Higher Education in Queensland" (Gooley et al.); (3) "Teaching with Telematics" (Conboy); (4) "Computer Based Training and the RAN" (Triantos); (5) "Computerised Out-of-Class Exercises" (Phelan); (6) "The Impact of High Touch in the High Tech World of Education" (Bollet, Cornell); (7) "The Use of the Satellite and Teleconferencing in Real Estate Distance Education" (Harrison, Trowbridge); (8) "Divergence" (Forsyth); (9) "D-I-Y Publishing for the Production of Distance Education Courseware" (Kemp); (10) "Keyboarding, Touch Typing and Computers" (McKinnon, Nolan); (11) Starting Think-Keying" (Carnegie); (12) "Developing a HyperCard Training Package" (Sparks, Hall); (13) "HyperCard Workshop" (Dickenson); (14) "SIULLEQ--A Multimedia Database about Greenland" (Looms); (15) "The Cooperative Development Process of the Agency for Instructional Technology" (Nelson); (16) "Rural & Remote Learning Centres" (Kirk); (17) "Electronic Mail" (Russell); (18) "Developmental User Groups for Ongoing Computer Training" (Hughes); (19) "Microcomputer Implementation in the Primary School" (Kershaw, Cousins); (20) "The Convergence of Teaching and Production in Media Centers" (Ramsay); (21) "Developing Guided Self-Study Materials for Higher Education" (Fox); (22) "'Chronic Blood Transfusion': A Video and Resource Book..." (Lewis, Green); (23) "Interactive Videotape and Videodisc Language Packages" (Lobb, Cartwright); (24) "The Use of Interactive Video Conferencing in Education and Training" (Jamieson, Rees); (25) "Developing Instructional Videos in Indonesia" (Jolliffe); (26) "Educational Technology in Malaysia" (Hedberg); (27) "Developing an Intelligent Tutoring System" (Hall); (28) "Expert Systems and Education" (Gedgovd); (29) "A Computer-Based System for Developing Expertise in the Diagnosis and Remediation of Common Error Patterns in the Domain of Fractions" (Mason, Martin); and (30) "Using CD-ROM and Multi-Media for Education and Training" (Shaw, Standfield). An author index is provided. (DB)

This descriptive study examines how the proliferation of electronic hook-ups to remote locations, to databases, and particularly to electronic mail (e-mail), is changing the work, communication patterns and self-image of higher education faculty. In particular the study examined whether technological acquisition had an impact on professors' perceptions of their "invisible colleges", and whether or not there were systematic differences between men and women in their constructions of these changes in their worklife. Explored are "invisible colleges," scientific communities whose members do not live and work in close proximity; human-machine interaction; and literature on gender differences in computer skill acquisition processes and psychological approaches to exploration of computer logic. In-depth open-ended interviews were conducted with six new electronic mail users. Additional data were derived from one network's ongoing conversations regarding the nature of "community." Results indicated that users conversing regularly on networks were forming "communities" with self-conscious discussion of "courtesy" and fair intellectual exchange; that e-mail has made communication between scholars more democratic and broader particularly for women; that style of conversation is informal and humorous; and that mastering the technology had different effects on men's and women's self-image. (Contains 23 references.) (JB)

This collection of papers addresses the impact of rapidly changing telecommunications technology on libraries. A brief introduction by James L. Divilbiss sets the stage for the following papers: (1) "Making Sense of New Technologies and New Legislation" (Joseph Ford); (2) "Selection and Use of Telecommunications Consultants for Library Automation" (Rodney B. Perry); (3) "Modeling Library Communications Traffic" (John C. Kountz); (4) "Telecommunications for Libraries" (Richard W. Boss); (5) "A Collection of Books" (Herbert P. Crane); (6) "Telecommunications in the Office" (Michael A. Flavin); (7) "Electronic Mail Services in the Library and Information Center Community" (Dennis Oliver); (8) "Packet Radio for Library Online Catalogs" (Edwin B. Brownrigg); (9) "Narrowband Teleconferencing" (Joan Maier McKean); and (10) "Establishing a Data Communications Network: A Case Study" (Deborah K. Conrad). (THC)

A study examined the feasibility of e-mail tutoring at Winthrop University, a medium-sized state supported liberal arts university with limited technology access. Initially it looked at the questions of directive versus nondirective methods in tutoring, but it quickly spread to questions of submission, formatting, and strategy. A total of 26 e-mail submissions were received from 5 undergraduates and 4 graduate students; the 26 e-mail essays resulted in 17 e-conferences, 8 face-to-face conferences--and the computer "ate" one student e-mail. The tutor allowed students to submit their essays in three different ways. Many questions have been posed as to whether the e-mail conference is collaborative or authoritative, but an e-mail writing conference can be a dialogue, even if the e-mails seem to be going mostly one way. E-tutoring methods were based on articles by David Coogan and by Barbara Monroe. The tutor covered the client's entire essay in the overview, including higher-order concerns and lower-order concerns. The strategy which evolved tried to encourage collaboration; however, the students responded not by e-mailing back to the tutor, but by revising the essays they submitted to their instructor. According to the instructor, the students who received e-mail tutoring did slightly better than the students who received face-to-face tutoring. The instructor also found that the tutor was able to cover much more in e-mail sessions than could be covered in class sessions. However, interface problems were an issue for the tutor. (Contains a 13-item select bibliography and 4 figures of data.) (NKA)

Unpredicted ways in which the use of computers has affected social interactions in colleges and universities are considered. Information was gathered from a literature review and from personal observations. One outcome of introducing computers into an academic or administrative unit is the development of alliances depending on prior experience with computers. Personal involvement with computing can be characterized by feelings of frustration. Personal communication channels can change due to the existence and use of computers, and particularly electronic mail. Increased efficiency resulting from computer usage has been an issue, along with the computing skills needed by secretarial and professional staff. Access to a computer can also reduce the need for typing and secretarial support by the faculty member. The implementation of computers on campuses has made training and selection of support staff more technical and complex. Evaluation of student learning can also be affected by computing. Managerial concerns include purchasing of hardware and software and maintenance costs. The unit within each campus most affected by recent trends in computing is the central data processing or computing center. Consumer behavior theory provides some additional insights concerning computer usage and its effects. 17 references. (SW)

The Association Supporting Computer Users in Education (ASCUE) is a group of people interested in small college computing issues. It is a blend of people from all over the country who use computers in their teaching, academic support, and administrative support functions. ASCUE has a strong tradition of bringing its members together to pool their resources to help each other, and continues the tradition of sharing through its national conference held every year in June, its conference proceedings, and its newsletter. ASCUE proudly affirms this tradition in its motto: "Our Second Quarter Century of Resource Sharing." The proceedings are divided into three sections. The first section contains the refereed papers. The second section holds papers from the sessions with paper. The last section holds only the abstracts for the other sessions. The following are included in the 2014 proceedings: (1) Recruiting Women into Computer Science and Information Systems (Steven Broad and Meredith McGee); (2) Library Databases as Unexamined Classroom Technologies (Allison Faix); (3) Losing the Red Pen: Video Grading Feedback in Distance and Blended Learning Writing Courses (Lisa Ann Jones); (4) Phishing E-Mails--Six Month Investigation into What People Click (Michael R. Lehrfeld); (5) The Academic and Social Life Styles of Students and Teachers of Higher Education Institutions in Bangladesh as Consequences of using Social Network Sites (Che Kum Clement); (6) Power monitoring using the Raspberry Pi (Robin M Snyder); (7) An overview of the past, present, and future of 3D printing technology with an emphasis on the present (Robin M Snyder); (8) Using Live Projects in the Classroom (Dewey A. Swanson); (9) Utilization of Social Networks in Teaching and Learning Process (Terri Austin); (10) 3 in 30 (Jean Bennett and Tracy Gaskin); (11) Let's Hangout! (Jean Bennett); (12) Leveraging the 3D Printing Revolution for Higher Education (Frances E. Bosch and Michael Kluge); (13) Navigating the Challenges of The Installation and Operation of the SMART LightRaise 60wi Projector (MJ Clark and Tom Marcais); (14) The Ins and Outs of Flipped Learning (Christine Davis); (15) The Hybrid Classroom: Staging for the Future with an Eye on the Now (Craig Gray); (16) Cool Tools: Here we go again! (Janet Hurn and Julie Straub); (17) Teaching my First Technology in Physical Education Course (Seth Jenny); (18) Photographer's Software and Hardware for the iPhone and iPad (Fred Jenny); (19) Flip your Hangout: Using Google+ to blend and flip your classroom (Lisa Ann Jones and Anthony Basham); (20) Become a Master of Disaster (Mark Jordan); (21) Establishing a Distance Learning Framework for the Institution (Sali Kaceli); (22) Data Analytics coming of age (Steve Knode); (23) "Bring Your Own Device" Techniques for the Classroom or the Campus Roundtable (Amanda Kraft); (24) Implementing Google Apps for Education (Christopher Laird); (25) Spectrum Industries--Innovative Furniture for Learning Environments (Jim Lloyd); (26) Eliminating Sneakernet: Low-cost and Free Solutions for Software Deployment and Remote Support/Administration (Matt Manous); (27) Designing Differentiated Technology Training Utilizing Flipped Classroom and Tiered Instructional Strategies (Tom Marcais and Holly Gould); (28) Painting on a New Canvas--Instructure Canvas! (A different kind of LMS) (Carmen Morrison); (29) Blackboard and Moodlerooms--Championing Learner Centricity (Brett Perlman and Ryan Francus); (30) High Tech vs Low Tech Classroom--A Mathematician's Experiences (Jack Pope); (31) ElearnReady: A Free Assessment Tool for Determining Student Online Readiness (Jenn Shinaberger and Lee Shinaberger); (32) 28%--What's Your Number (Pamela Silver); (33) Online Program Assessment Rubric and Process (Katherine Spradley and Jason Bennett); (34) Writing In Action: Using Technology to Emphasize the Activity and Process of Writing in a Hybrid Composition Course (Krista Stonerock); (35) Using MS Link to Replace the PBX (Tina Stutchell); (36) Breaking down Microsoft SharePoint--A practical guide to getting started and winning? (Luke VanWingerden); (37) Social Media Strategy in 3 Words (Steve Weir); and (38) Using Facebook to Engage Stakeholders (Steve Weir and Amanda Kraft). A presenters index is included. Individual papers contain references.

Email remains a key mode of communication between faculty and students in higher education institutions. Composing appropriate email texts is an important skill for learners; however, little technological support is available for the pragmatic aspect of email communication -- the ways in which social context influences language choices. Furthermore, pragmatics can be undertaught in the language classroom. One approach to providing support for learners while also addressing the issue of giving instruction to large class sizes is via computerisation. In this ongoing research project, we describe the development of a Computerised Diagnostic Language Assessment (C-DLA) of L2 English email writing for Japanese English as a Foreign Language (EFL) learners in Japanese higher education. The C-DLA provides automated feedback to learners on the pragmatic aspects of their draft email texts, with feedback adapting to learners' success in resolving identified issues. We report on the development phases of the project, challenges encountered, and implications for further research. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

A recent article in the "Assemby for Computers in English (ACE) Newsletter" explains what most instructors of English already know--that students in most writing classes produce papers for which the primary purpose is the teacher. As the Internet becomes more widely available, students will have more access to what Howard Rheingold calls the "living database." Michael Day suggests that students can monitor discussion groups and determine the purpose and audience for which the group exists and then post messages to these groups. This activity gives students the opportunity to write for real purposes and real audiences. One recent item found on the Empire Internet schoolhouse might be of special interest to teachers of writing. The exercise is called "The Doomed Train." Its purpose is to give students experience in writing persuasive papers. Students get this experience by writing a paper and then a rebuttal to a student on the Internet who has an opposite view. There are any number of other opportunities whereby teachers can use Internet or e-mail to enhance the writing experiences of their students--word-processing is no longer the cutting edge in technology for the writing classroom. For instance, students can do research on the Internet. Also, creative writers can access CREWRT-L, a place where they can send their work to be critiqued. (Contains 12 references.) (TB)