Analytic techniques are helpful in understanding what takes place in e-conference environments. Numerous models of analysis have been developed which provide indicators of the "quality" of discussion and the degree of engagement of the participants. (e.g. Henri, 1992; Gunawardenna et al.,1997, Fahy et al.,2000). The various models give priority to the identification of a range of key features within messages. Models have a degree of commonality but there are also differences in emphasis between them. Henri's model, for example, considers primarily how things are said but also examines learning processes and critical thinking within the conferencing group. Gunawardena et al., emphasises the nature of debate within a situated context. The Transcript Analysis Tool (TAT), outlined by Fahy et al., includes consideration of network theory in addition to the more interpersonal and cognitive dimension of the other models. The present study builds upon these social, interactional and technical features, but considers the implication of these dimensions from the participants' perspectives. Earlier work using these models suggested that these and other studies place greater emphasis on analysing the completed messages, than on accessing the participant's own reasons for contributing to the forum. In either theory or practice driven models, participants' comments on their online activity can offer invaluable insights into the processes at work. Developing some of the ideas explored in earlier papers, this research aims to ensure that the participants' "voice" is not lost in the analysis (e.g. Cook and Ralston, 2002).As well as being under represented in the research on analytic models, the authentic voice of the participant needs to be heard to enable a fuller understanding of the nature of the conference contributions. The participant's voice adds a significant dimension to understanding what is happening on a conference and provides a more complete view which can support or complement any inferences being derived from the coding of message transcripts. Using data from a teacher discussion forum, the study compares and contrasts what has been learned from the use of analytic techniques with the views and perceptions of the participants about their contributions to the conference. Account is taken of those contributors who read but do not themselves post messages as well as others who are more overtly active on the conference. Participants are asked to comment in terms of their views on technical issues, social aspects, reasons for participation and other categories relevant to the models. Data collection methods include questionnaire; semi- structured interview and text analysis. Although the data in the sample is drawn from a UK context the concerns are of wider interest to any audience interested in distance education for communities engaged in the ongoing professional development of teachers.