This descriptive study examined the meaning of student responses to computer-mediated communication in a distance learning setting. The theoretical framework of the study was based on social and collaborative learning theories within a constructivist perspective. Participants were 13 studio and 24 off-site students enrolled in a distance learning graduate course taught at Ball State University (Indiana) and transmitted to five distant sites, using two-way audio and one-way video signals. Out-of-class interactive instructional opportunities were provided via a World Wide Web site, the Class Page, which included group discussion, project sharing, corresponding with instructors, peers, and experts, and Internet exploration. Participants were surveyed and interviewed in order to collect descriptions of learner experiences with the Class Page. Cognitive learning strategies employed by students included managing the computer environment (i.e., management of computer-based information and the computer's text-based environment) and management of personal resources (i.e., investment of effort and management of time). Interpersonal networking was an affective learning strategy described by participants as a way of coping with the Class Page environment. It was concluded that computer-mediated communication, distance course design, learner characteristics, and the design and interactive potential of the computer component influenced the cognitive and affective strategies developed by course participants. (DLS)