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INTRODUCTION
As the power of cyber technology as a marketing tool continues to grow, educational institutions are only beginning to realize the full potential of the major category (Lincoln, McCain and Bullock, 1997). During the first months of 1999, it was estimated that only 60 percent of American colleges and universities had developed home pages, and experts suggest that most of those schools were not deriving maximum benefit from their sites (Marklein, 1999a). Despite their status as latecomers to the online revolution, many more institutions of higher education are expected to go online in the near future. As growth continues in this area, a number of studies examining the relationship between educational marketing and the web have been published (Drea and McNally, 1997; Kittle and Ciba, 1997; Lincoln, McCain and Bullock, 1997).
For those schools that have adopted the cyber technology as a marketing tool, students are a primary audience for web contact. In fact, some observers ...