This article reports on the introduction of a computer-conferencing component into a first-year study unit in technology management at Deakin University, Australia. It was found that significant variations in computer usage were correlated to student study mode, including source of computer access, source of Internet access, hours-per-week computer usage, regular use of e-mail, regular use of the Internet, number of times the conference was accessed, use of computers for games, and use of computers for learning. Other moderate differences were also noted. Following exposure to the computer conference, on-campus students were more likely to agree that computers could assist their learning, and off-campus students were less likely to agree that learning from computers would be better than classes/lectures.
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