This study examines the online discussion in an applied educational psychology course, focusing on the use of the starter-wrapper technique to enhance class discussions. The research employs both quantitative and qualitative methods to analyze instructor and student participation rates and the content of electronic discourse. Using Henri’s (1992) model for content analysis, the study evaluates five key variables: student participation rates, interaction patterns, social cues, cognitive and metacognitive components, and the depth of processing. The findings indicate that while students post fewer comments per week, their messages are lengthy, cognitively deep, and rich in peer references, fostering a student-oriented environment. Students also demonstrate high-level cognitive skills and metacognitive strategies. Over time, student interactions became more interactive, but this was influenced by the direction of the discussion starter. The study offers modifications to Henri’s model and suggests further qualitative research to better understand the impact of electronic conferencing. The research highlights the potential of CMC to enhance cognitive and metacognitive development, social interaction, and the creation of an electronic learning community.This study examines the online discussion in an applied educational psychology course, focusing on the use of the starter-wrapper technique to enhance class discussions. The research employs both quantitative and qualitative methods to analyze instructor and student participation rates and the content of electronic discourse. Using Henri’s (1992) model for content analysis, the study evaluates five key variables: student participation rates, interaction patterns, social cues, cognitive and metacognitive components, and the depth of processing. The findings indicate that while students post fewer comments per week, their messages are lengthy, cognitively deep, and rich in peer references, fostering a student-oriented environment. Students also demonstrate high-level cognitive skills and metacognitive strategies. Over time, student interactions became more interactive, but this was influenced by the direction of the discussion starter. The study offers modifications to Henri’s model and suggests further qualitative research to better understand the impact of electronic conferencing. The research highlights the potential of CMC to enhance cognitive and metacognitive development, social interaction, and the creation of an electronic learning community.