Cooper and Selfe envisioned an alternative to the Panoptic classroom. They argued that, when conducted properly, an online classroom offers students a place to “experiment with and confront discourses in a less threatening context, one in which the teacher's authority to privilege or forbid discourses is not so absolute, and what matters is ideas, not personalities” (866). The online classroom is removed from many of the factors that may stifle or inhibit discussion; body language, time constraints, race, gender; even language proficiency are fluid online. In Fragments of Rationality Lester Faigley writes, “Psychologists Sara Kiesler, Jane Siegel, and Timothy McGuire find that communication is more equitable and less inhibited when such factors as appearance, paralinguistic behavior, and the gaze of others are removed in written electronic conferences” (182). Online, all students have time to find their voice, think carefully, and respond at their leisure, allowing for a wider array of input and, presumably, a more open and egalitarian discussion. “By allowing everyone to ‘talk’ at once, the use of networked computers for teaching writing represents for some teachers the realization of the ‘student centered’ classroom” (167).