Identifying which online behaviours and interactions are associated with student perceptions of being supported will enable a deeper understanding of how those activities contribute to learning experiences. Student language is one aspect of their interaction in need of greater exploration within discourse-based online learning environments. As a result, personal pronoun usage is explored within online courses where the primary learning mechanism is student discourse. Student posting behaviours and features of their language, specifically their use of personal pronouns and academic vocabulary, are explored from the perspective of how supported students felt in their courses as well as how their communication behaviours and pronoun usage changed over time. Since prior work has shown the relationship between students' sense of support and how instructors choose to manage online discourse, the facilitation methods employed within courses were considered. Findings show those taking instructor-facilitated courses exhibited higher interaction levels, behaved more consistently from week to week, and used personal pronouns more. They also felt more supported. In contrast, those enrolled in peer-facilitated courses felt less supported, were less active, and used fewer personal pronouns. These differences in behaviour, language use, and experience suggest the potential for temporal analytics of student behaviours and pronoun use.