Where synchronous CMC is being used to facilitate a task or project within a physical classroom, the demands are very different. In a sense, this is synchronous CMC within its element. Where the anarchy of the medium can be frustrating in attempts to replicate a formal classroom atmosphere, it can offer the formal classroom a door or window into a wider world and permit entry to a 'breathe of fresh air'. The above typologies provide a useful reference for the primary stages of setting up an educational environment but then there are still a number of products to choose from and a number of varied educational goals to consider. A further distinction might be made in terms of the dimensionality offered by the softwares.
Dimensionality refers to the longevity of the exchange or community being engendered.
Thus use of a web board, albeit logged, leaves little or no trace of the user. This holds true for the sophistication of the electronic classroom and video conferencing, as such they remain two dimensional - ie offer no illusion of time and continuity. An educational even occurs, is logged and stored but the next users to enter the system actively need to refer to the logs to see what has passed before rather that the events of the previous occasions affecting the boundaries and walls of the system. Each entry into an integrated system is 'clean' the presentation remains unchanged. New messages may have been added to the bulettin board but the board itslef will retain the same format.