SIGGRAPH '96 Proceedings of the 23rd annual conference on Computer graphics and interactive techniques
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Socially translucent systems: social proxies, persistent conversation, and the design of “babble”
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Alternative interfaces for chat
Proceedings of the 12th annual ACM symposium on User interface software and technology
Computers & Education
Conversation trees and threaded chats
CSCW '00 Proceedings of the 2000 ACM conference on Computer supported cooperative work
Introducing instant messaging and chat in the workplace
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
What is chat doing in the workplace?
CSCW '02 Proceedings of the 2002 ACM conference on Computer supported cooperative work
A Field Study of Use of Synchronous Chat in Online Courses
HICSS '03 Proceedings of the 36th Annual Hawaii International Conference on System Sciences (HICSS'03) - Track1 - Volume 1
GROUP '03 Proceedings of the 2003 international ACM SIGGROUP conference on Supporting group work
Designing collaborative learning systems: current trends & future research agenda
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Structuring and supporting persistent chat conversations
CSCW '06 Proceedings of the 2006 20th anniversary conference on Computer supported cooperative work
Watching together: integrating text chat with video
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Exploring asynchronous and synchronous tool use in online courses
Computers & Education
MOOCs and the funnel of participation
Proceedings of the Third International Conference on Learning Analytics and Knowledge
Should your MOOC forum use a reputation system?
Proceedings of the 17th ACM conference on Computer supported cooperative work & social computing
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We study effects of introducing a real-time chatroom into a massive open online course with several thousand students, supplementing an existing forum. The chatroom was supported by teaching assistants, and generated thousands of lines of discussion by 28\% of 681 consenting chat condition participants, mostly on-topic. Despite this, chat activity remained low ($\mu=8.2$ messages per hour) and we could find no significant effect of chat use on objective or subjective dependent variables such as grades, retention, forum participation, or students' sense of community. Further investigation reveals that only 12\% of chat participants have substantive interactions, while the remainder are either passive or have trivial interactions that are unlikely to result in learning. We also find that pervasive, highly visible chat interfaces are highly effective in encouraging both active and substantive participation in chat. When compared to chat interfaces that are restricted to a single webpage, the pervasive interface exhibits \changes{2.8 times} as many users with substantive interactions.