Technologically-supported learning (TSL) environments offer considerable promise for the enhancement of student learning through the various interaction opportunities available in the feature sets of the computer-based communication tools. At the very least, the computer-based communication provides additional venues for class participation. However, when class participation is positioned within a TSL environment, it is not clear how learning/performance benefits are associated with student predispositions toward communication mediums and computer technology, student attitudes toward participation, and student choice of participation mode. This paper describes apilot study that investigates the relationship among student characteristics (computer anxiety, communication apprehension, computer-based communication apprehension, attitudes toward participation), student choice of participation mode, and student performance in a technologically-supported learning environment.