16 An Exploration of Relationships Among Psychological Type, Ethnicity, and Computer-Mediated Communication

Computer-mediated communication (CMC) systems are enjoying wider use in college courses. They provide the potential to increase group cohesiveness and student involvement and to facilitate student comprehension (Harasim, 1990). Because computer conferencing activities are much more place-independent and time-independent than those of typical college classrooms just a few years ago, there has been increasing attention paid to student preferences and abilities that may influence effective use. There are some studies (Kiesler, Siegal, & McGuire, 1984; Bail & Streveler, 1991) that indicate that computer-mediated communication can reduce the hesitancy certain students feel in interactions that are face-to-face, oral, or with more extraverted peers. In an exploratory study analyzing the content of confidential electronic mail (e-mail) messages sent to the instructor, Bail (1992) found that a majority of those containing significant self-disclosure were written by students who expressed a preference for introversion on the Myers-Briggs Type Indicator (MBTI) and that three-quarters of the messages requesting clarification of requirements were written by those who expresse