Online classroom management issues pose new problems for the online instructor and pose seductive communicative options for students. This exploratory group of studies examined Blackboard/WEBCT[TM] data as collected for the course designer of an online course as possible indicators of "whispering" or backchanneling between students with potential impacts on course outcomes (grades). Three studies examined possible significant relationships between WEBCT data (HITS, READ, POSTED, and MAIL) with student final grades. Studies varied the independent variables of course content, instructor, length of course, and enrollments. Enrollments in studied courses ranged from nine students to 17. Correlational matrices and cluster analyses were performed using SPSS ver. 13. Findings included a strong significant relationship between HITS and student final grades across all studies, while MAIL (student-student interactions) failed to correlate significantly with final grades except in one lower-level course. Cluster analyses identified from two to three clustered groups within each study. Clusters were determined by hierarchically organizing WEBCT[TM] data as follows: HITS, READ, POSTED, MAIL, and GRADE (ltr). Analyses of clusters supported the relationships noted between HITS and student final grades, but varied on the value of MAIL data relationships. (Contains 11 tables.)