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Abstract
In recent years, computer-supported collaborative learning (CSCL) has received increased attention from teachers and educators. However, little is known about achieving effective computer-supported collaborative learning with young children. In order to discuss the components that contribute to a successful CSCL environment for children, the current study investigates the influence of the individual differences in temperament on the ways that children interact with their peers during CSCL classroom activities. Through a qualitative-based method, this research consisted of interviews and observations of a group of children from a southeastern elementary classroom. In addition, the teacher was interviewed to collect more information about childrens temperamental traits as well as their interactive behaviors during the CSCL activities. Findings suggest that children exhibited different behaviors while interacting with their peers during the CSCL activities that were based on their temperament. Computer-supported learning was found to be attractive to children regardless of their temperamental dispositions. The results of this study also allow the researcher to suggest practical suggestions for teachers who expect to implement and achieve successful collaborative learning with computers.