@article {2276,
	title = {Introducing synchronous e-discussions in co-located classrooms: A study on the experiences of \&rsquo;active\&rsquo; and \&rsquo;silent\&rsquo; secondary school students},
	journal = {Computers in Human Behavior},
	volume = {27},
	year = {2011},
	pages = {2169-2177},
	abstract = {Even though the advantages of online discussions over face-to-face discussion formats have been extensively discussed and investigated, the blending of synchronous online discussion tools in co-located classroom settings has been considered with far less intensity. In this paper, we report on secondary school students{\textquoteright} experiences and preferences concerning two different discussion formats for critical debate in co-located classroom settings: face-to-face and synchronous, computer-mediated communication (CMC). Data was collected with the help of self-report questionnaires (N = 70) and structured interviews (N = 4). A differentiation was made between students that define themselves as active participants in face-to-face classroom discussions and those who usually remain silent in these settings. The findings highlight several potential advantages of the computer-mediated discussion format, especially in terms of the social-interactive and managerial aspects of classroom discussions. Comparisons between the two groups show that {\textquoteleft}silent{\textquoteright} students welcome the introduction of CMC with enthusiasm, whereas {\textquoteleft}active{\textquoteright} students do not show a clear preference. Practical implications as well as new directions for further research are discussed.},
	author = {Asterhan, C. S. C. and Eisenmann, T.}
}
