Many business communication teachers are grappling with ways to use the rich potential of the WorldWide Web. A categorization or typology of sites provides students with a tool to explore the Web systematically and attentively. The typology discussed in this article divides corporate sites into five cate gories depending on purpose: marketplace awareness and promotion, cus tomer support, sales, advertising, and electronic information services. Armed with this typology, students analyze sites as examples of business communica tion. Based on this analysis, they develop a collaborative oral presentation.

Navigating the Web with a Typology of Corporate Uses

This thesis looks at the way in which Chinese and English speakers employ (im)politeness strategies in their emails to develop intercultural understanding. From a theoretical perspective, this thesis contributes to the discussions of intercultural communication in relation to the negotiation of (im)politeness meaning. From a pedagogic perspective, the thesis reveals the potential for using email to experience culture as a process of meaning negotiation and construction and has relevance to teachers of EFL. 
Ethnographically-informed discourse analysis is employed to investigate discursively the negotiation of meaning in email interaction. The interplay between the computer-mediated communication, speech acts and (im)politeness are explored by using the analytical frameworks of Hymes’ ethnography of communication, Searle’s speech act theory (1969) and Brown and Levinson’s politeness theory (1987). 
This research shows that ‘(im)politeness’ is not a stable construct. Rather, it is constantly (re)negotiated by the interactants, who take into account the relevant contextualisation cues. It finds that the functions and (im)politeness meanings of speech acts can vary from situations to situations. In addition, this research finds that the computer-mediated paralanguages, such as emoticons and written out laughter, are also important in realising (im)politeness intent and developing intercultural understanding in emails.

(Im)politeness in email communication: how English speakers and Chinese speakers negotiate meanings and develop intercultural (mis)understandings

The use of new media communication tools within the college classroom has become widespread and will continue to grow. A recent survey of college computing services reveals that one in four college courses use electronic mail (e-mail) and the usage of other communication tools such as computer simulations, multimedia materials, CD-ROMs, the Internet, and the World-Wide Web (WWW) is on the rise (Deloughry, 1996). The influence of new communication media on the quality of learning and teaching is undeniable. Kussmaul, Dunn, Bagly and Watnik (1996) suggest that as teachers, "we need to be aware of possible and probable uses of technology, so we can identify techniques and methods that further our educational goals" (p. 123). Underscoring the important link between new communication technologies and higher education, Lyman (1995) argues that "liberal education is incomplete if it does not prepare educated people to address the presence of technology - and more importantly, the presence of the information products of technology in the modern world-in an informed and critical way" (p. 4). Within the last few years, articles about the integration of new media technologies within the classroom have appeared in various scholarly journals and across disciplines. Massy and Zemsky (1995) and others suggest that the use of new media technologies in education benefits students and teachers by providing access to enormous quantities of information available through the Internet and various on-line databases, easing the limits of time and space for educational activities, increasing access to more and better information resources, improving studentteacher and student-student interaction, enabling students to be active within the learning process, accommodating different learning styles, and enhancing the ability of institutions to stimulate experimentation and innovation (see Baily and Cotlar, 1994; Niemi and Gooler, 1987; and Rudensteine, 1997). Researchers from various disciplines have begun to investigate the effects of the use of new media technologies in their classrooms. For instance, there has been a plethora of information published concerning the use of e-mail. Several studies suggest that the use of e-mail in the classroom leads to greater collaborative efforts and I cohesion among students (see Cohen,1994; Poling 1994; and Zack, 1995), allows for students to work independently at their own pace (see Coulehan, Williams, and Naiser, 1995; Krooneberg, 1995; and McComb, 1994), increases student performance on exams, (see Beauvois, 1995; Elasmer and Carter, 1996; McCollum, 1997), and enhances the perceived quality of the course and the effectiveness of the instructor (see Guardo and Rivinius, 1995 and Zack, 1995). Hunter and Allen (1992) and Schmitz and Fulk (1991) also found that user satisfaction and frequency of use of email can be predicted by the "media richness" model. Information concerning the integration of new media technologies in the journalism and mass communication discipline is growing. In fact, it is predicted that the "Internet is bound to become an integral part of mass communication teaching before the turn of the century" (Guanaratne and Lee, 1995, p. p. 34). Singer et al. (1996) assessed the attitudes of journalism and mass communication students and faculty members about new technology and concluded that journalism programs play a vital role in shaping the attitudes students have about new media technologies. Comparing student satisfaction levels of a media law course delivered in the traditional manner (i.e., lecture and discussion format meeting once a week) with those receiving the course through a variety of new media tools (i.e., e-mail, on-line bulletin boards, and on-line discussion areas), Smith (1994) found "mixed results on the measures of satisfaction with computer-mediated communication version of the course ... While most students ultimately concluded that the new technology `helped,' a substantial minority hoped never to be subjected to it again" (p. …

New Media and the Introductory Mass Communication Course

This paper reports on a project in which students discussed an ethical dilemma using Internet e-mail as the medium of communication. The assignment requires both informal and formal document develo...

Adapting Cooperative Learning Strategies to Facilitate Ethics Discus sions Using E-Mail:

As universities advance into high-tech learning, we need to study how moving traditional business writing styles into the electronic media may reflect or change the communication styles of managers and sales representatives. To accomplish this task, the authors developed writing assignments that focused on communicating via electronic messaging (e-mail).

Combining Writing and the Electronic Media in Sales Management Courses

Faced with shrinking budgets and changing standards at their colleges and universities, instructors of business communication are looking for new ways to prepare stu dents for careers in business. Using computer-mediated technologies, instructors can develop activities outside the classroom to motivate and inform students. Augmenting business communication courses with e-mail and Internet protocols, instructors can reach larger segments of their classes, stimulate discussions, create simulations, and strengthen their relationships with students. Using imagi native techniques, students and instructors can work together to develop a new kind of educational community whose communications are mediated by computers.

Augmenting Instruction in Business Communication Courses with the Internet

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Augmenting Instruction in Business Communication Courses with the Internet