Abstract
This article details study results comparing e-mail and synchronous conferencing as vehicles for online peer response. The study draws on Clark and Brennan's theory of communicative “grounding,” which predicts that participants use different techniques for achieving mutual knowledge depending on the type of media being used. Content analysis of transcripts from both types of response sessions showed that when using e-mail, students made significantly greater reference to documents, their contents, and rhetorical contexts than when using synchronous conferencing. Students made greater reference to both writing and response tasks using synchronous chats than when using e-mail. Students' individual media preferences showed no significant differences in terms of message formulation, reception, and usefulness of comments in aiding revision. However, in a forced comparison scale, students rated e-mail more serious and helpful than chats, which were then rated more playful than e-mail. Implications of the study's results and areas for future research are also discussed.
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