Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 387-401). Available also in an electronic version.

Thesis (M.B.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 67-72).

Thesis (Ph. D.)--University of California at Berkeley, 1993. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 177-187).

Thesis (M.S.)--Rochester Institute of Technology, 1994. / Typescript. Includes bibliographical references (leaves 123-125).

Thesis (M.A.)--Brigham Young University. Dept of Communications, 2007. / Includes bibliographical references (p. 53-60).

Thesis (M.A.)--Carleton University, 1997. / Also available in electronic format on the Internet.

Thesis (M.Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 76-81). Also available in print.

Thesis (Ph. D.)--University of Canterbury, 2006. / Typescript (photocopy). Includes bibliographical references (leaves 201-220).

Thesis (Ph. D.)--Faculty of Science, University of Oulo, Finland, 2006. / Includes bibliographical references (p. 218-236).

This research seeks to determine the impact of the use of e-mail between lecturers and students at the NMMU. New students at universities, and especially first year undergraduates, can sometimes have difficulties in addressing their concerns, questions and ideas about their courses and are faced with the difficulty of adapting to a new lifestyle and the university environment. Interactivity and feedback are key contributors to providing an effective learning environment for such students. Lecturers provide the main source for university students to discover what is expected of them to identify the key learning goals related to a course, from a lecturer (Braxton, Milem & Sullivan, 2000:569). The increase in student numbers in Higher Education over the last decade has been dramatic, placing greater pressures on academic staff in terms of contacting students. As computer technology becomes both more prevalent and more intrusive, its use and misuse are increasingly falling under the critical scrutiny of academic researchers. If traditional educational methods are supported, such support must be flexible enough to accommodate technology, but as a means, not an end. The research of e-mail impact between students and lecturers is still very new and is open for additional study (Braxton, et al. 2000:590).