This study analyzes the levels of knowledge transmitted in Internet/Web-based discussion groups. Although the study uses quantitative analyses, qualitative exploration is the primary critique. The quantitative segment discusses the average time of day of message transmittal and number of lines per request and response, while the qualitative portion focuses on data, information, and tacit-knowledge based dimensions.; The research methodologies used were content and thematic analysis. Five hundred and thirty-two messages were downloaded from a Netscape newsgroup. These messages were then loaded into the Atlas ti software, which was used for organization and coding. Each message was analyzed using a framework, which consisted of an atomization scheme, communication codebook, and decision tree. Messages that were categorized as requests (questions) or responses (replies and comments). Messages that were categorized as responses were analyzed and categorized as either data, information or tacit-knowledge.; Indicators were used to discover tacit knowledge. These indicators were based on the concept of rich discourse. Rich discourse consists of the transmitter using schemas/scripts, story-telling, and metaphors/analogies to indicate the presence of tacit knowledge. Individual components (occurrences) of each method were delineated to assist with identifying the type of discourse. The identification of tacit knowledge was based entirely on the content of the message. There was no communication with the transmitter or receiver.; Results revealed there were 24 responses categorized as tacit knowledge. Story-telling and schema/scripts were indicated in these messages. There were no indication of metaphor/analogies. Story-telling occurrences identified were consequences, lessons, and utility. Schema/script occurrences were identified via predetermined, stereotyped sequence of actions.; There are several implications of this research Some of these implications include the possible need for Internet/Web-based discussion group training, and impacts on online learning, corporate memory, and social-political and “E-Business” communities.
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