Abstract
Use of computer-mediated communication systems (CMCS) to support coursework is increasing, both as a means for students to prepare for using CMCS in their careers and as a mechanism for delivering distance education. But it is not clear whether the same student characteristics lead to academic success using CMCS as with traditional face-to-face (FTF) communication. This paper reports the results of a correlational study of the relationship between individual characteristics and use of CMCS in a team project situation. On most measures the results suggest CMCS will be adopted and used successfully by the same types of students who do well in courses conducted via FTF communication, e.g., students with high-achievement or high-aptitude characteristics. However, personality type was linked to substantial deviations in CMCS usage, suggesting that personality may influence academic success in unanticipated ways.
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