Tone and Attitude in E-Mail Communications and the Online Classroom

Background

Although e-mail is a relatively new mode of communication, numerous studies have been conducted in this field, particularly regarding e-mail use and the online learning environment and relationships between faculty and students. For example, in a 2010 qualitative study that examined faculty members' and students' expectations and perceptions of e-mail communication in a dual pathway pharmacy program, the researchers found “constructive criticism received by e-mail can be misinterpreted as being rude and condescending” (Foral et al., 2010, para 27). Students also reported feeling “faculty members should be accessible, approachable, and available for e-mail questions” because they are paying for their services via tuition (Foral et al., 2010, para 28). Yu and Yu (2002) conducted a study which showed “empirical evidence supporting the usefulness of e-mail as a promising aid to promote student cognitive growth” and that “incorporating e-mail into the learning process might be a promising enhancement to instruction that teachers could readily adopt” (p. 117). However, Wood (2002, as cited in Heiman, 2008) found increased positive perceptions of the online community and student-to-faculty relationships, regardless of the number of e-mails sent (two or fifteen) (p. 240).