Purpose - The increased pressure to incorporate communication technologies into learning environments has intensified the attention given to the role of computer-mediated communication (CMC) in academic settings. However, the issue of how and why these technologies, especially synchronous CMC applications, has been given less attention in pedagogical literature. This paper aims to address this problem. Design/methodology/approach - The paper provides issues for consideration in the deployment of synchronous CMC in educational settings. Findings - Shows that there are differences in asynchronous and synchronous CMC with related issues of productivity of student learning and control. Originality/value - This paper outlines advantages and disadvantages of using synchronous CMC in education while offering practical guides.
- Learning methods