This pilot study investigates whether ''tutorials'' conducted by compu
ter-mediated communication (CMC) involve reduction of social cues and
social presence of tutors which-despite the provision of social catego
ry cues-may adversely affect the reception of information by tutees. T
he ''tutorials'' were conducted for students in England by tutors in F
rance. Data for the study, drawn from a comparative education assignme
nt set for undergraduate students, comprised surveys of students' perc
eived IT capabilities and attitudes towards IT, and analyses of studen
ts' essays and interview data. The findings of the study indicate that
students do not attribute such weight to information provided by CMC
as to that information provided by transcriptions of ''face to face''
interactions in lectures and by mediated quasi-interactions with print
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