The radical transformation of work brought about by the Internet has had important effects in the area of teaching and learning. Through electronic communication, for example,

• Teachers can post syllabi and course materials on home pages, bulletin boards, or group mail lists.
• Teachers can make class announcements and assignments through electronic mail.
• Teachers can discuss course topics electronically with individual students or groups of students.
• Students can talk with other students about course topics and projects.
• Students can access information on remote servers through the World Wide Web.
• Students can share drafts of written work with the instructor or peers for review and suggestions.

Experts agree that the use of any form of instructional technology in teaching must begin with goals for the learner. Continuing discussion focuses on how teachers can use these technologies effectively through the choices that they make and the ways in which they structure technology-assisted instruction.

This handbook provides advice for instructors on one particular use of instructional technology-the use of electronic communication to extend class discussion beyond the time and place of class meetings. It is based on a study of several Ohio State classes that employed such electronic class discussions, recommendations of students and faculty, and advice from experts in the field. The main goal of the handbook is to help instructors use this form of technology thoughtfully and effectively, given their course goals.

Both the study and this handbook were funded through the Ameritech Faculty Fellows Program. Special thanks go to the Ameritech Corporation and to the Graduate School of The Ohio State University, which administers this program. Barbara Szabo and Jessica Johnson assisted with this project.