This paper presents the results of a qualitative study of the interaction between computer assisted instruction (CAI) and cooperative learning. The constructivist perspective is discussed in relation to other learning theories, and is emphasized as the theoretical basis for the study because of its focus on prior learning, student characteristics, and the changing role of the teacher. Two college courses, one in critical reading and one in special education, were chosen for instructional development. A computer mediated communication system was used for course activities such as class discussion via electronic mail, student journals, and focus group discussions. The two courses offered some interesting contrasts which would help to understand how to implement the constructivist pedagogy. It was concluded that several factors must be considered in order to successfully utilize the constructivist cooperative learning model; these include changes in teaching practice, evaluation and feedback processes, and training and follow-up help in the use of microcomputers and the communication system. (38 references) (DB)