As more and more higher education programs are offered using Web-based learning environments, instructors need to better understand the implications of using BlackBoard or similar tools to maximize student participation and facilitate learning through rich, thoughtful discussions. This study explores student participation in electronic discourse (e-discourse) in several graduate-level courses in an educational technology program, using discourse analysis methods to help understand online students' participation patterns. The instructor used discursive moves in the threaded discussions in these classes to stimulate student participation and improve the overall quality of participation with the hopes of increasing learning. The results are promising with regard to the potential of Web-based environments to challenge students and promote conceptual learning through discussion. (Contains 1 table and 2 figures.)