Abstract
The article examines the two distinct modes of text-based discussion in computer-mediated communication: synchronous (real time) and asynchronous (delayed time). How these two forms impact student cognitive and affective outcomes in a learning environment is considered. The substance of the research concerns an educational psychology course where both synchronous web chat-style discussion and asynchronous web post-style discussion was used. The results of a student survey show that the type of discussion used did not have a demonstrable effect on student test performance.
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