Quite generally, all the authors in this section of the book seem to agree that some type of active participation in CSCL situations may constitute a main factor for learning, but they differ on what is considered important to take into account, what to look at specifically and which methods to use. This is an unsurprising acknowledgement as such differences are usually based on former education, biases inherited from mentors and current interests. In this commentary, I hope to get past the obvious by comparing these authors´ differences along the aforementioned dimensions. Our goal is to evaluate the current state of affairs—as reflected by these chosen articles—and set the agenda for some specific remaining challenges.