The purpose of the study was to investigate how graduate students (n = 14) participated in on-line discussions over a two-week period to determine the utility of synchronous and asynchronous modes of discussion. The types and amounts of communication statements that participants made in chats and threaded discussions were analyzed using a coding scheme developed by the researchers. Students were randomly assigned to either a small group chat or threaded discussion during one week. In the second week, the groups switched discussion modes and another topic question was provided. The researchers coded the transcribed discussions to determine whether the students' participation was substantive (directly related to the topic) or non-substantive (not directly related to the content) in nature. Results indicated that overall students' discussions included nine types of substantive and non-substantive comments. However, the participants when in the chat showed greater numbers of responding and reacting statements (substantive types) in both weeks than when participating in the threaded discussions. The majority-female group tended to make more comments overall in both types of discussion than did the majority-male group. Student surveys asking for their opinions about these modes of discussion were administered at various points in the semester. Some students found it difficult to follow the dialogue in the chat, but overall enjoyed this type of interaction. The students also enjoyed the threaded discussion for its convenience factor. The computer and on-line skills improved based on the student surveys. The results of the study indicate that both types of discussion are liked and should be considered viable options in on-line learning communities.

In this study we examined response patterns in exchanges between males and females and their effects on gender participation in five online debates. Students classified messages into arguments, evidence, critiques, and elaborations while posting messages to the debates to facilitate argumentation and the sequential analysis of message-response sequences. The findings revealed no differences in number of critiques posted in response to arguments because females were just as likely as males to critique messages from both males and females, and because females responded to males with critiques at a higher than expected frequency. Posthoc analysis revealed strong indications that females posted fewer rebuttals to the critiques of females than males, and males posted more rebuttals to the critiques of females than females. The methods used in this study illustrate a process-oriented approach to explain and predict gender differences in participation and serve as a framework for future research on gender participation, group interaction, and strategies for facilitating collaborative argumentation and problem solving.A growing body of research has been conducted on gender differences in computer-mediated communication (CMC) to examine the relationships between gender, communication styles, and conditions that affect female and male participation in CMC. The significance of this research has grown with the increased use of networked computers in education and the workplace.

The purpose of this study was to determine the implications of content organization and cognitive style with regard to the design of hypertext. Specifically, the study examined the effects of linking structure type and field-dependence and -independence on recall of verbal information, as well as attitudes toward instructional materials. Subjects were 139 undergraduate college students. Five hypertext-based instructional treatments using different linking strategies (linear, hierarchical, hierarchical-associative, associative, and random) with the same content (Chinese Politics) were created for five groups of subjects. Overall, the results of the study indicate that students with higher scores on the Group Embedded Figures Test (GEFT) test outperformed students with lower scores on the GEFT test on the performance posttest. Students tended to like hierarchical linking structures and hierarchical-associative linking structures more than linear structures and those who were more field independent had more positive attitudes than did students with lower scores on the GEFT test. In addition, students with lower field-dependency would have more positive attitudes when using less structured instruction, while students who are more field independent would prefer more structured instruction. Implication of these findings for hypertext design and directions for future research are discussed.

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Higher education in the 21st century faces a multitude of internal and external challenges. From budget reductions, to globalization, to a new generation of students, the choices that faculty and administrators make about technology will be central to the future success of higher education systems. Technology serves as a tool that students, faculty, and administrators can use to foster innovation through effective and efficient means. For example, emerging technologies, such as those related to social networking and collaboration, enable students and faculty to work together to build new types of learning environments. On the other hand, technology is not the only solution to meet the challenges faced by higher education systems. Careful analyses of problems are necessary to identify appropriate solutions. For purposes of this chapter, best practices in educational technology and in technological integration and use to meet current and near future institutional goals of higher education are presented.