The present study focuses on the relationship between individual learning strategies and the learning as well as re-learning outcomes within chat-based computer-supported collaborative learning (CSCL). Despite the attention that has been paid to CSCL over the last years, this relationship has barely been examined. The ‘learning protocol approach’ as variant of chat-based CSCL requires learners to explicitly indicate the relationship of their chat contribution
to the learning discourse in order to increase its coherence. In addition to the chat-based learning results, we gathered the participants’ re-learning results after a two week interval as well as their individual learning strategies by means of a questionnaire. We compared the measured individual learning strategies with the learning and re-learning outcomes. Results indicate that individual
learning strategies do not play an important role within chat-based CSCL. Implications for future research are discussed.