Abstract
This study examined the relationship between ways of knowing and perceived interaction, satisfaction, and English learning achievement in two modes of interaction: online chat and face-to-face. It was hypothesized that if in more cooperative situations, connected knowing (CK) intervenes more often than separate knowing (SK), the frequency of messages will increase. The results show that within each mode of discussion, higher CK students perceived that they interacted more than lower CK students. This finding suggests that culturally-specific factors should be taken into account when computer-supported collaborative learning (CSCL) environments are designed. It is important to recognize how epistemological beliefs may impact interaction. By considering the beliefs underlying a person's ways of knowing, educators can improve learning outcomes.
