Computer conferencing motivates more consistent participation than peer editing. A greater proportion of the process can be monitored by the instructor than in f2f. Corrections that need to take place privately can happen immediately via email. The result is not only that a record is kept of most relevant class communication, but also that a much greater density of communication occurs to begin with. Less is missed, either by the students or by the instructor.
Comments can be more reflective in an asynchronous mode.
The conferencing system approach to workshopping instruction has a tremendous potential to increase rather than decrease the amount of time required of an instructor, specifically in those forms of communication that are understood to comprise student contact. Increased time spent by the instructor can easily improve the quality of instruction and of the learning experience. It can also increase the risk of burnout for both teachers and students. These advantages apply to communication between student and student as well as that between student and teacher. Relevance for university-transfer composition courses is also discussed.