{'fraction_non_alphanumeric': 0.017676767676767676, 'fraction_numerical': 0.0, 'mean_word_length': 5.720338983050848, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The Effects of Teacher Discourse in Computer-Mediated Discussion

This study investigated the effects of teacher discourse in a computer-mediated discussion. Three different styles of discourse were established: questions only; statements only; and conversational. Results supported the hypothesis that a conversational style of discourse produced higher levels of student participation with a more complex interaction pattern. In addition, there was a higher frequency of peer-peer interaction with more complex responses. This study suggests that a conversational style of discourse is both possible and desirable within a computer-mediated discussion. Further research is needed on the effects of a conversational style and newer interface designs on student participation and achievement.