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dc.contributorVirginia Techen
dc.contributor.authorGatz, L. B.en
dc.contributor.authorHirt, J. B.en
dc.date.accessioned2014-02-18T16:35:11Zen
dc.date.available2014-02-18T16:35:11Zen
dc.date.issued2000en
dc.identifier.citationGatz, L. B.; Hirt, J. B. (2000). Academic and social integration in cyberspace: Students and e-mail. The Review of Higher Education 23(3), 299-318. doi: 10.1353/rhe.2000.0009en
dc.identifier.issn0162-5748en
dc.identifier.urihttp://hdl.handle.net/10919/25474en
dc.description.abstractAcademic and social integration have traditionally been measured through interactions between students and the college environment (e.g., contact with faculty and other students outside of class). The proliferation of technology in the academy has influenced such interactions. This study examined how traditional-age, residential, first-year students use e-mail and Found that, although students use e-mail extensively, only a limited amount of that correspondence enhances their academic or social integration.en
dc.language.isoen_USen
dc.publisherJohns Hopkins Univ Pressen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.titleAcademic and social integration in cyberspace: Students and e-mailen
dc.typeArticle - Refereeden
dc.identifier.urlhttp://muse.jhu.edu/journals/rhe/summary/v023/23.3gatz.htmlen
dc.date.accessed2014-01-31en
dc.title.serialReview of Higher Educationen
dc.identifier.doihttps://doi.org/10.1353/rhe.2000.0009en


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