This case study provides a description of student interaction and participation within a computer-mediated environment in an experimental offering of a plant science lab course. Based on structured classroom observation, interviews, and surveys with students and teachers this study examines 1) how a CMC pattern of discourse differs from a face-to-face pattern of discussion in a class setting; 2) whether students participating in a CMC activity produce a discourse that reflects the level of thinking and sharing of ideas desired by the instructor; and 3) how the computer-based interface facilitates and/or inhibits communication between students. This study shows that the CMC-based activities offers an alternative pattern of interaction which differs from the face-to-face pattern in some, but not all ways. The CMC discourse encourages experimentation, sharing of early ideas, increased and more distributed participation, and collaborative thinking. However, for some students the CMC activities are confusing and inhibiting because of the lack of social cues and multiple threads of simultaneous topics—the same features that appeal to other students. Successful use of CMC activities requires a classroom social environment that encourages peer interaction. Equally important is the selection of engaging tasks that are structured enough to diminish confusion but still allow spontaneity and experimentation. Teachers also need to find ways to directly link the CMC discussions to prior and upcoming learning activities so that students will see the value in creating a discourse that they will want to refer to and use in other class activities.

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