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The Investigation  

There has been a growing body of literature related to differing levels of access:

Marvin (1988) and Kleinman (2001) have discussed how definitions of access fluctuate, both as a result of advances in technology and as technology becomes more widespread.  It has been the norm to see technological innovations first belong to the few and privileged, but later to become an invisible part of our societal expectations (e.g., the household telephone).

Other research has considered how levels of access are linked to geographic location, age, race, socio-economic status and a host of individual variables (e.g.,  McConnaughey and Lader, 1998; Pew, 2002  ).  Such findings suggest that the issue of access is not a simple matter, one that might be resolved on the local level solely by the addition of a new computer lab or by requiring students to take certain courses.

Another indication of the complexity is revealed by the Mueller (1986) research that used semantic differentials to study the influence of attitudes towards tech.  Mueller's methodology provides another tool that may be used in the discussion of levels of access in a target community.

There have also been recent contributions related to humanistic issues and technology:

Others have discussed redefinitions of 'literacy' to included 'technological literacy', new challenges regarding identity in a technological world, and even issues related to ethical/legal concerns (cf. Hawisher & Selfe,1997).  Selfe ( 1999a & 1999b ) addresses how optimistic notions of technology, a 'global village', and an online world of unbridled opportunity must be viewed critically.  Such a critique is particularly important because, for all its potentially positive uses, technology is also used as a powerful tool to advance gendered stereotypes, economic marginalization, cultural imperialism.      
The current study I am reporting on here is not at odds with these previous strains of research, but finds its inspiration in them and seeks to carry those discussions further by exploring their implications within a particular teaching context.  My chief concern is the affect of differing levels of access on student learning.  While I believe it is important to help students explore the social implications and other critical issues involved in the use of technology (as Selfe suggests), it is also important for educators to consider carefully certain ethical considerations involved in constructing and evaluating coursework.  Even though a solid work such as. Hawisher and Selfe's Literacy, Technology, and Society, dedicates one section to 'Ethics, Law, and Technology' we must conclude that ethical concerns should not be limited to legal concerns (e.g., how rights to free speech, privacy, and intellectual property may be protected).  More basic ethical considerations are involved in classroom learning, issues revolving around equities in access and the humane treatment of students. 
This current investigation begins by asking two questions:
  1. Are there significantly different levels of access among my students?
  2. Are these levels of access predictive of eventual learner outcomes?
There were 62 students that participated in this study  Of the students,
23 in an undergraduate web-enhanced Eng. 101 course,
18 in a graduate on-line linguistics course, and
21 in a graduate web-enhanced linguistics course
This methodology was used: Two surveys were given:
--A semantic differentials survey
--A post-course survey 
These surveys were analyzed by comparing student responses with a compilation of assessments of students on-line assignments and final grade
  Results of this study