This study analyzed online discussions in an applied educational psychology course to understand how students interact in a student-centered environment. The research used an instructional method called the starter-wrapper technique to supplement traditional class discussions. Quantitative measures were used to compare instructor and student participation rates, while Henri's (1992) model for content analysis of computer-mediated communication was used to qualitatively analyze the electronic discourse. Five key variables were examined: student participation rates, electronic interaction patterns, social cues in student messages, cognitive and metacognitive components of messages, and the depth of processing (surface or deep) in message posting. The analysis showed that students tended to post one required comment per week, but their messages were lengthy, cognitively deep, and included peer references, indicating a student-oriented environment. Students used high-level cognitive skills such as inferencing and judgment, as well as metacognitive strategies related to reflection and self-awareness. Weekly activity graphs showed that student comments became more interactive over time, but were highly dependent on the direction of the discussion starter. The study suggested modifications to Henri's model and qualitative research suggestions to better understand the impact of electronic conferencing discourse. The study also highlighted the advantages of computer-mediated communication, such as removing time and space restrictions, allowing for reflective learning, and providing a permanent record of thoughts. However, it also noted disadvantages, such as the potential for overload and the lack of nonverbal communication cues.This study analyzed online discussions in an applied educational psychology course to understand how students interact in a student-centered environment. The research used an instructional method called the starter-wrapper technique to supplement traditional class discussions. Quantitative measures were used to compare instructor and student participation rates, while Henri's (1992) model for content analysis of computer-mediated communication was used to qualitatively analyze the electronic discourse. Five key variables were examined: student participation rates, electronic interaction patterns, social cues in student messages, cognitive and metacognitive components of messages, and the depth of processing (surface or deep) in message posting. The analysis showed that students tended to post one required comment per week, but their messages were lengthy, cognitively deep, and included peer references, indicating a student-oriented environment. Students used high-level cognitive skills such as inferencing and judgment, as well as metacognitive strategies related to reflection and self-awareness. Weekly activity graphs showed that student comments became more interactive over time, but were highly dependent on the direction of the discussion starter. The study suggested modifications to Henri's model and qualitative research suggestions to better understand the impact of electronic conferencing discourse. The study also highlighted the advantages of computer-mediated communication, such as removing time and space restrictions, allowing for reflective learning, and providing a permanent record of thoughts. However, it also noted disadvantages, such as the potential for overload and the lack of nonverbal communication cues.