This article assesses the pedagogic value of the "chat" facility in the Blackboard integrated learning platform. It draws on a case study carried out by the author in the 2001-2 academic session. A level three class in research methods involved students in group working away from class and student feedback indicated that more support was needed to coordinate this independent work, without compromising its independent character. The "chat" facility seemed to hold out the possibility of enhancing conventional, class-based techniques for generating informal discussion between students and, more particularly, for the coordination of their activities between classes. The lecturer perceived the integration of the facility into delivery of the unit as highly problematic, however. The reasons for this are discussed and a number of explanations are considered. Possible solutions are put forward.