This article describes how an experimental geography seminar utilized Internet communication tools in conjunction with constructivist strategies to actively engage geographically distant students in the process of collaborative inquiry and comparative analysis. Review of the evidence suggests that the application of construc-tivist-inspired teaching and learning strategies together with Internet communication tools served to facilitate geographically distant students in a dynamic process of collaborative inquiry and comparative analysis. However, both the application of con-structivist-based strategies and the integration of Internet tools require considerable time, effort, and resources that may deter some geography educators from implementing similar Internet-based collaborative learning environments.
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