From Mindweave: communication, computer and distance education 1989 Pergamon Press.
"when we leave a message in computer memory we feel an intense need for response."
"Paradoxically, then speeding up and improving asynchronous exchanges causes unexpected distress. This explains why on-line communities place such an emphasis on active participation and are often critical of passive readers who are pejoratively called lurkers."
"Flaming (the expression of uncensored emotions on-line) is viewed as a negative consequence of this feeling of liberation."
"the idea of community implies bonds of sentiment that are not always necessary to effect online communication"
"we must discover how the conference empowers its members to speak up and provokes others to reply."
"Sharing of purpose among people who do not form a community but have accepted a common work or play as the context for an intense temporary relationship."
"the social network designer - has emerged to solve the problems of organising and leading on-line groups."
"try to get people on-line with the hope that once they connect something will happen. This approach to CMC leads to disappointing results."
"Educational conferencing systems, for example, are fairly limited in their ability to handle mathematical symbols." Hiltz 1986.
Created the idea of weaving "identifying the themes, making connections, 'indexing' the material mentally."
"drawing together in a momentary synthesis that can serve as a starting point for the next round of debate."
"The absence of tacit cues and coded objects strands participants in a contextual void that may leave them literally speechless."
"The face-to-face meeting can also asynchronise the commencement of the on-line exercise through a ritualised initiation to the conference."
"The erotic charge of new communications technology in France today curiously parallels early experiences with the telephone in that country See Catherine Bertho 1981 p243-245."