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Conversation Analysis as a Tool to Understand Online Social Encounters (Rourke, Anderson, Garrison and Archer, 2000) have been discussed extensively for methods such as content analysis. Discussion and studies on these methodological issues could help to enhance the credibility of CA and widen its acceptance among researchers. de Laat, M. F. (2002). Network and content analysis in an online community discourse. In G. Stahl (Ed.), Computer support for collaborative learning: Foundation for a CSCL community; proceedings of CSCL 2002, Boulder, Colorado, USA, January 7-11, 2002. (pp. 160-168). Hillside, NJ: Erlbaum. Fahy, P., Crawford, G., & Ally, M. (2001). Patterns of interaction in a computer conference transcript. International Review of Research in Open and Distance Learning, 2(1), 1­24. Fahy, P. J. (2002). Epistolary and expository inter- action patterns in a computer conference transcript. Journal of Distance Education, 17(1), 20­35. Freebody, P. (2003). Qualitative research in edu- cation: Interaction and practice. London: Sage Publications. Goodwin, C., & Heritage, J. (1990). Conversation CONCLUSION The exploratory nature of CA as an analytic tool to understanding online learning environment is exciting as it has the potential to reveal what exist- ing analytic methods could not present to us. With the rich insights that CA has generated in face-to- face social interaction, its applications to online learning environment present great potential wait- ing to be discovered. In this chapter, we illustrate some of these potentials by applying Freebody's (2003) six analytic passes to examine transcripts