This paper presents data from one cycle of a design based research process in which we grapple with challenges in engaging students in more intensive discussion based interactions i n M a s s i v e O p e n O n l i n e C ourses ( M O O C s ) . We compare across three communication media provided to students in that context in terms of relative popularity and overlap in student sub-populations. We also compare the communication between these contexts in terms of their content focus, concentration

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... of reasoning articulation, and the interaction between the two. This comparison allows investigating the specific contribution of synchronous collaboration in a MOOC, which is relatively novel. The analysis suggests that there is value in providing a diverse set of discussion contexts in that they may lend themselves to differently natured interactions, but that it creates a need for greater efforts towards effective bridging between media and channeling of students to pockets of interaction that are potentially of personal benefit.