Abstract
How do various characteristics of high school students correlate to the amount they use several different computer-mediated communication (CMC) tools? This article describes a study of individual differences among high school students that relate to and predict their use of a suite of CMC tools. The students in the study used e-mail, Usenet news, and a multimedia notebook to support project-based science learning. Findings of the study indicate that skill and experience with computers, parental education, access to computers, and academic self-concept are all reliable predictors of student CMC activity, while such attributes as communication apprehension and sex are related to activity with specific tools. This research provides insight into why some students use CMC tools more than others and provides guidance to those who wish to design or teach in CMC-rich classrooms.
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