Biology students in a large-class, active-learning environment used e-mail and in-class written notes for student-instructor communication. Most students sent e-mail messages and about half were content-related. Messages from females and males reflected class gender distribution. Results also showed that African Americans were more likely to send content-related messages than other racial/ethnic groups.
Details
Type Journal ArticlePub Date 11/1/2001Stock # jcst01_031_03_178Volume 031Issue 03