ABSTRACT
Calls for a more “learner-centered” curriculum are heard from the pulpit of most educational reformers of the 1990s. In response, a series of studies on computer-supported collaborative learning (CSCL) tools at Indiana University have begun to demonstrate how different tools and formats impact social interaction and learning. The chapters presented in this text explore a myriad of CSCL tools available for different levels of electronic interaction that might be indicators of high-quality social interaction and student learning. Results are discussed in terms of the age levels of participants, tools utilized, and tasks selected.
