Blocking, 57, 77–80, 84, 137, 138

Chat

Behavior in chat environments, see disinhibition

Effect on quality, 120, 123–125

Effect on time on task, 125–129

History of chat, 12, 13

Linguistics, 13, 14, 126–127, 138

Splitting attention in chat environments, 127–129, 141, 142

Collaboration scripts, 31

Confidence, 17, 18, 72–76, 137

Conflict, role in learning, 28–31

Diffusion of responsibility, 57, 80, 81, 84, 136, 138

Discourse ethics, 32, 33

Disinhibition, 15, 16, 28, 31, 32, 45, 52, 136

Equality

In participation, 4, 7, 8, 104, 136–138

Sources of inequality, 19–22

Importance for learning, 18–20

Ethics education

Goals, 89–92, 101, 102

Initiate-respond-evaluate (IRE) cycle, 40–50, 78, 79

Internet Relay Chat (IRC), 12, 13

Language learning

Challenges for adults, 23–25

Use of chat, 26–28, 68–71

Media effects on learning, 2, 3, 34, 35, 133, 134, 145–147

Motivation, 52, 53, 102, 103, 140, 141

Quality

Measuring, 108–110

Defining, 86–89

Quasi-experimental methods, 105–119, 130, 131

Reflection, 70, 71

Self-awareness, 16–18, 56, 72–76, 83, 136, 137

Small group discussions, 92–95, 101, 102

Social cues, 56, 76, 77, 84, 133, 137

Social psychology

Bystander effect, 53–57, 136–137

Social facilitation, 17, 18, 72–76, 137

Social loafing, 52, 53, 140, 141

Social translucence, 141, 142

Synchronicity, 4, 142–145