A concern of mine is that "an atmosphere appropriate for scholarly discussion" doesn't often exist now between teacher and student, and it is easy for this same stifling cultural norm to be imposed on computer/e-mail discussions and interactions. I've been pleasantly surprised to see some of the barriers of status and title are dropped in e-mail communications and the focus is allowed to shift to the matter being considered. I've also discovered personality and intelligence that I did not know existed. But I've also been surprised by how many people in academia work hard to keep the artificial barriers up and make electronic communication a cold and almost rude art form.
Electronic communication has the potential to open doors of respect and understanding between teacher and student--if that's what the teacher wants. Or it can build tall impersonal walls which no one can scale. If the goal of the teacher includes generating thought and understanding in an atmosphere of respect, they have that in their power. If their goal is to keep students at arms length and in control, they can construct that environment also.
I would suggest that an electronic communication environment can be designed just as we design courses--with some careful forethought to goals and objectives, and an understanding of the needs of the student--a factor that often gets lost in the academic shuffle.