`
`International Review of Research in Open and Distributed Learning
`
`THE INTERNATIONAL REVIEW
`OF RESEARCH IN OPEN AND
`DISTRIBUTED EEARNING
`
`6. Chat and Instant Messaging Systems
`Jennifer Stein, Debbie Garber and Jon Baggaley
`
`Volume 3, Number 1, April 2002
`
`URI: https://id.erudit.org/iderudit/1073007ar
`DOI: https://doi.org/10.19173/irrodl.v3il.71
`
`See table of contents
`
`Publisher(s)
`Athabasca University Press (AU Press)
`
`ISSN
`1492-3831 (digital)
`
`Explore this journal
`
`Cite this note
`Stein, J., Garber, D. & Baggaley, J. (2002). 6. Chat and Instant Messaging Systems.
`International Review of Research in Open and Distributed Learning, 3(1), 1-3.
`https://doi.org/10.19173/irrodl.v3il.71
`
`Article abstract
`Text-based conferencing can be both asynchronous (i.e., participants log into
`the conference at separate times), and synchronous (i.e., interaction takes place
`in real time). It is thus subject to the same wide variation as the online audio-
`and video-conferencing methods (see the earlier Reports in this series).
`Synchronous text-based approaches (e.g., online chat groups and instant
`messaging systems) are highly popular among online users generally owing to
`their ability to bring together special-interest groups from around the world
`without cost. In distance education (DE), however, synchronous chat methods
`are less widely used, owing in part to the problems of arranging for working
`adults in different time zones to join a discussion group simultaneously.
`Instant text messaging is more popular among DE users in view of the choice it
`provides between responding to a message immediately (synchronous
`communication) or after a delay (asynchronous). The different synchronous
`and asynchronous approaches are likely to become more widely used in
`parallel with one another, as they are integrated in individual product
`packages.
`The following comparison stresses the chat and instant messaging features of
`six integrated conferencing products.
`
`Copyright (c), 2002 Jennifer Stein, Debbie Garber, Jon Baggaley
`
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`International Review of Research in Open and Distance Learning
`
`Volume 3, Number 1.
`
`ISSN: 1492-3831
`
`April - 2003
`Technical Evaluations Report
`6. Chat and Instant Messaging Systems
`Jennifer Stein, Debbie Garber and Jon Baggaley
`MDE Programme
`Centre for Distance Education
`Athabasca University - Canada's Open University
`
`Abstract
`
`Text-based conferencing can be both asynchronous (i.e., participants log into the conference at
`separate times), and synchronous (i.e., interaction takes place in real time). It is thus subject to the
`same wide variation as the online audio- and video-conferencing methods (see the earlier Reports
`in this series). Synchronous text-based approaches (e.g., online chat groups and instant messaging
`systems) are highly popular among online users generally owing to their ability to bring together
`special-interest groups from around the world without cost. In distance education (DE), however,
`synchronous chat methods are less widely used, owing in part to the problems of arranging for
`working adults in different time zones to join a discussion group simultaneously. Instant text
`messaging is more popular among DE users in view of the choice it provides between responding
`to a message immediately (synchronous communication) or after a delay (asynchronous). The
`different synchronous and asynchronous approaches are likely to become more widely used in
`parallel with one another, as they are integrated in individual product packages.
`
`The following comparison stresses the chat and instant messaging features of six integrated
`conferencing products.
`
`Trials of Free Products
`
`1. AOL Messenger provides a full set of chat and instant messaging features, with numerous
`options for customizing the log-in settings and look-and-feel, chat, privacy of groups, alerts, and
`fde transfer (without virus checker). As with Yahoo Messenger, multiple persons can chat
`through the "buddies list,’’ which allows audio communication. More options are available in the
`audio feature (mute, pause, disconnect, meters, hands-free) than with Yahoo Messenger, though
`the clarity is similar. Text messages can be archived by copying and pasting from the chat
`window only. Webcam integration is not available. AOL Messenger is popular with the general
`online public, and is well supported. It would be an appropriate choice for a DE student, even
`though it lacks a few of the features found in other products.
`
`2. Excite. In addition to the chat function, this service provides a valuable "web tour” or feature
`(allowing participants to control other users' browsers in leading them to a series of web
`addresses: i.e., "co-browsing”). Excite is generally easy to use, provides a standard text area for
`messages, and features audio communication. Otherwise, the product does not include enough of
`the other basic features important to DE students for it to be recommended as an appropriate chat
`tool for DE class work. It contains limited start-up options and minimal means of controlling
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`simultaneous users. Participants can send and receive files during a session, but cannot archive
`the text chats.
`
`3. MSN Messenger provides some basic chat features, and features audio communication. It is
`generally easy to use and provides a standard text area for messages. Otherwise, it features too
`few of the capabilities that are important to educational users for its chat tools to be recommended
`for DE class work. It contains limited start-up options and minimal user control of participants.
`Users cannot send and receive files nor archive chats.
`
`4. Sonork is designed for use by work-groups on an intranet, but is easily adaptable to the
`Internet. It provides a basic set of chat features, a range of login status options, and the ability to
`track the use of multiple chat rooms. It includes features that might be valuable for general users
`(e.g., a calendar and ‘to do' reminders), but it does not include many of the useful DE features
`such as audio and archiving. Installation is more cumbersome than with other instant messaging
`tools. Sonork is easy to use once installed but its chat area is cumbersome and may be difficult for
`new users to master.
`
`5. Tourbar. [At time of publication, this product appears to be no longer available. We have
`retained our evaluation of it in this report, however, owing to the unique potential of "co
`browsing'’ in DE (see Excite above), and as a reminder to identify an alternative product.]
`Tourbar was a specialty "co-browsing” tool - potentially valuable for DE students and instructors
`wishing to lead each other on web site "excursions.” The user was able to program solo "web
`tours,” group tours, or become a tour guide (‘Master Surfer'). A chat window was available for
`use in conjunction with a web tour or separately. Tourbar did not have enough features to be
`recommended as a primary chat or instant messaging tool.
`
`6. Yahoo Messenger. As with AOL Messenger, this service provides a full set of chat/ instant
`messaging features, with numerous options for customising the start-up and login appearances
`(more than with AOL). It features chat privacy, file transfer, and alerts. Multiple users can chat
`through the conferencing feature; and a range of capabilities is included for inviting, controlling,
`and blocking chat participants. Other features useful to DE students include file transfer (with
`virus checker), archiving, and webcam integration. A basic audio feature is included, although its
`only variable setting is a hands-free mode. Yahoo Messenger is the only tool reviewed in this
`category to date with a built-in archiving feature (optional setting). This tool would be an
`appropriate choice for DE students.
`
`Conclusions
`
`The chat/instant messaging products with the highest ratings in our comparisons to date are AOL
`Messenger and Yahoo Messenger. Each has a wide range of features, while Yahoo Messenger has
`a possible advantage in terms of the number of features. As the synchronous and asynchronous
`functions of online conferencing methods merge within individual software packages, it becomes
`increasingly difficult to select the ideal product for specific DE functions. A product may have a
`good synchronous audio feature but a mediocre messaging facility - or vice versa. In addition,
`new products continually emerge, and old ones disappear. In selecting products as the standards
`for DE delivery, it is often preferable to identify good stand-alone applications that can be used in
`parallel with one another. This approach allows educators to replace individual products if
`needed, without causing serious inconvenience to students. Over time, it is likely that
`conferencing products with multiple integrated functions will become less popular, in the same
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`way as the integrated "tape-slide’’ machines of the 1970s fell out of favour because of their
`relative cumbersomeness and inconvenience.
`
`The next report in this series will discuss software evaluation criteria and terminology.
`
`N.B. Owing to the speed with which Web addresses are changed, the online references cited in
`this report may be outdated. They can be checked at the Athabasca University software
`evaluation site: cde.athabascau.ca/softeval/. Italicised product names in this report can be
`assumed to be registered trademarks.
`
`JPB. Series Editor, Technical Notes
`
`[__ €> I
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`SOME RIGHTS RESERVED
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`University
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