From lernerda@h-net.msu.eduTue Feb 13 14:56:21 1996
Date: Tue, 13 Feb 1996 14:28:22 -0500 (EST)
From: Dan Lerner <lernerda@h-net.msu.edu>
To: H-CLC Gopherspace <clc@h-net.msu.edu>
Subject: Re: Email in teaching (fwd)



---------- Forwarded message ----------
Date: Sun, 21 Jan 1996 00:02:20 -0600
From: H-CLC (BD) <bdiederi@artsci.wustl.edu>
To: Multiple recipients of list H-CLC <H-CLC@MSU.EDU>
Subject: Re: Email in teaching

Date: Fri, 19 Jan 1996 03:15:25 -0600 (CST)
From: Robin Kornman <rkornman@csd.uwm.edu>

I've had the same experience. But this time, I'm giving a few pop
assignments which will only come to the students by email. We'll see what
happens then, when they have no alternative but to deal with the
challenge electronically.

Robin Kornman


On Thu, 18 Jan 1996, H-CLC (BD) wrote:

> Date: Wed, 17 Jan 1996 08:22:48 -0800 (PST)
> From: Bette-B Bauer <betteb@OREGON.UOREGON.EDU>
>
> I am coming to believe that specific required assignments are the only way
> to get students to carry class discussion on to email.  Even when I
> required that they subscribe to a listserv specifically for our class,
> there was about 1/5 of the class who held out till near the end of the
> term.  Because we met once a week, I critiqued papers by email; even
> then, students often did not check their mail.  Their participation was
> part of their class participation grade; next time I would give one
> segment of their grade for computer participation.
>         In this term's class, I've left it as extra credit and only 2
> of 25 have subscribed.  In site of the media hype, there is a great deal
> of resistance to the electronic classroom, in my so 'umble experience.
> Generally about 15% of students make use of email to ask me questions, etc.
>
> Bette-B Bauer
> U of Oregon
>

AT