Addressing the provision and processing of information in a learning/classroom environment is always a challenge, given the different methods of communication, engagement, as well as the variety of personalities that inhibit a class. However, technology works to change the way we communicate, as we have studied in this course, and the introduction of Blackboard creates an environment that allows for asynchronous communication between students, in response to the instructor, and between instructor and student. This connection, “always-on” access to class discussion and material, provides a different type of participation than the traditional live classroom and presents its own challenges. Being 100% online during my time at UIS, I have taken fourteen classes since 2011 and have had a variety of experiences with Blackboard and interacting with other students. For starters, one of the great things about Blackboard is the ability to continue a conversation well beyond traditional classroom boundaries, and this class is no different. Taking a random sample of posts in our class this semester (Week #2, Session 4 DQ 4-4 was a particularly good example), the variety in the timing of posts and responses is general, well outside the "traditional" lesson times. However, in general they are on a subjective and individual basis, there is a trend towards afternoon hours in central time, as shown in graph 1 below: Looking at another sample later in the semester, during week 6 we see a distribution similar in mid-afternoon: This seems to negate the benefit of the "always-on" connection, as most students use Blackboard in particular locations, except that many students - 20% of college students in 2011, in fact (U.S. Census) work full-time, year-round jobs, eliminating the availability to post (or attend traditional classes) during the morning and