The potential of new information technologies to support learning has been widely recognized and educational institutions at all levels have invested heavily in realizing such potential. Early interest focused on using computers to "individualize" learning, but later research has suggested that learning is more positively affected by peer interaction. This text brings together a collection of chapters from researchers in the field and is grouped into three sections: experimental studies of process and product; naturalistic studies of computer-based collaborative activities; and contexts for collaboration. The book should be of interest to those working within psychology and education.
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