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New communication practices and the psychological and affective function of e-mail on a ‘distance’, partly-taught Ph.D. programme.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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New communication practices and the psychological and affective function of e-mail on a ‘distance’, partly-taught Ph.D. programme. / Sunderland, Jane.
In: Studies in Higher Education, Vol. 27, No. 2, 05.2002, p. 233-246.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Sunderland, J 2002, 'New communication practices and the psychological and affective function of e-mail on a ‘distance’, partly-taught Ph.D. programme.', Studies in Higher Education, vol. 27, no. 2, pp. 233-246. https://doi.org/10.1080/03075070220120047

APA

Sunderland, J. (2002). New communication practices and the psychological and affective function of e-mail on a ‘distance’, partly-taught Ph.D. programme. Studies in Higher Education, 27(2), 233-246. https://doi.org/10.1080/03075070220120047

Vancouver

Sunderland J. New communication practices and the psychological and affective function of e-mail on a ‘distance’, partly-taught Ph.D. programme. Studies in Higher Education. 2002 May;27(2):233-246. doi: 10.1080/03075070220120047

Author

Sunderland, Jane. / New communication practices and the psychological and affective function of e-mail on a ‘distance’, partly-taught Ph.D. programme. In: Studies in Higher Education. 2002 ; Vol. 27, No. 2. pp. 233-246.

Bibtex

@article{5452e158cdb04d00b2d6d6ac4add9db1,
title = "New communication practices and the psychological and affective function of e-mail on a {\textquoteleft}distance{\textquoteright}, partly-taught Ph.D. programme.",
abstract = "Distance or open learning in higher education is now closely associated with computer-mediated communication (CMC). Distance education, however, is not only a question of new technology, but of pedagogy and learning, and of the implications of new technology for these. For the doctoral distance student, a further issue may be one of identity - as a student registered with one institution, while (often) working as a professional at another. Taking as data e-mail messages sent by PhD students over the first 2 years of a (largely) distance programme, it is suggested that while one important contribution of e-mail is clearly the speed and ease of its use, this contribution is more than maintenance of a communication channel. Not only can message-senders remain in touch almost constantly, they can also take steps to obtain support, can inscribe their multiple identities within their messages, and can adapt the medium for their own needs. These can have particular value for professionals studying part-time on distance programmes.",
author = "Jane Sunderland",
year = "2002",
month = may,
doi = "10.1080/03075070220120047",
language = "English",
volume = "27",
pages = "233--246",
journal = "Studies in Higher Education",
issn = "0307-5079",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - New communication practices and the psychological and affective function of e-mail on a ‘distance’, partly-taught Ph.D. programme.

AU - Sunderland, Jane

PY - 2002/5

Y1 - 2002/5

N2 - Distance or open learning in higher education is now closely associated with computer-mediated communication (CMC). Distance education, however, is not only a question of new technology, but of pedagogy and learning, and of the implications of new technology for these. For the doctoral distance student, a further issue may be one of identity - as a student registered with one institution, while (often) working as a professional at another. Taking as data e-mail messages sent by PhD students over the first 2 years of a (largely) distance programme, it is suggested that while one important contribution of e-mail is clearly the speed and ease of its use, this contribution is more than maintenance of a communication channel. Not only can message-senders remain in touch almost constantly, they can also take steps to obtain support, can inscribe their multiple identities within their messages, and can adapt the medium for their own needs. These can have particular value for professionals studying part-time on distance programmes.

AB - Distance or open learning in higher education is now closely associated with computer-mediated communication (CMC). Distance education, however, is not only a question of new technology, but of pedagogy and learning, and of the implications of new technology for these. For the doctoral distance student, a further issue may be one of identity - as a student registered with one institution, while (often) working as a professional at another. Taking as data e-mail messages sent by PhD students over the first 2 years of a (largely) distance programme, it is suggested that while one important contribution of e-mail is clearly the speed and ease of its use, this contribution is more than maintenance of a communication channel. Not only can message-senders remain in touch almost constantly, they can also take steps to obtain support, can inscribe their multiple identities within their messages, and can adapt the medium for their own needs. These can have particular value for professionals studying part-time on distance programmes.

U2 - 10.1080/03075070220120047

DO - 10.1080/03075070220120047

M3 - Journal article

VL - 27

SP - 233

EP - 246

JO - Studies in Higher Education

JF - Studies in Higher Education

SN - 0307-5079

IS - 2

ER -