In recent years educators have become increasingly interested in using Internet and webbased \napplications for educational purposes. Such applications do not only offer \nadvantages with regards to independency of time and place, but also of flexibility of \ninformation exchange. Information can be stored, presented and accessed in multiple \nformats (text, graphics, pictures, tables and figures, animations, simulations, interactive \nvideo, virtual reality etc.). In addition, communication between students and tutors can be \nfacilitated by the use of computer-mediated communication (CMC) systems. CMC systems \nare network-based computer systems offering opportunities for group communication. \nExamples are Internet relay chat, newsgroups, e-mail conferencing systems and virtual \nclassrooms. CMC systems can support synchronous communication (same time, different \nplace) as well as asynchronous communication (different time, different place). Currently, \nmost CMC systems offer users text-based modes for communication only, due to the \nlimitations in bandwidth1. Advanced technology will enhance access to applications that \ncombine synchronous and asynchronous communication, digitalised text, video, sounds, \ngraphics etc. on one platform (Collis, 1996). \nThis research is aimed at academic students in social sciences who have to deal with \ncomplex, often ambiguous, ill-defined and not easily accessible knowledge, as well as with \nopen-ended problems. To obtain insight and understanding in complex concepts or to solve \nopen-ended problems, collaborative learning situations can be organised in which students \nare able to articulate and negotiate information, not only in relationship to fixed facts and \nfigures but also to personal beliefs and values.
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