Computer-supported instructional communication: A multidisciplinary account of relevant factors

摘要

The papers in the present special issue summarize research that aims at compiling and understanding variables associated with successful communication in computer-supported instructional settings. Secondly, the papers add to the question of how adaptiveness of instructional communication may be achieved. A particular strength of the special issue is to bring together authors with diverse backgrounds within psychology and beyond. In this commentary, we introduce the central ideas of the special issue and give an overview of the papers.