This study looked at the instructional and assessment effects of using learning log in two distance computer conferencing courses (n=18, n=16). It was hypothesized that students with a rationalist constructivists perspective (Moshman, 1998) as shown through metacognitive activities would display a greater participation and interaction within the online environment. Learning logs and leading questions were used to encourage students metacognitive and epistemological reflection. In general, students that had higher levels of participation (reading and writing notes) also show a greater tendency for metacognitive thought within the learning logs. Students reflections on various aspects of the learning logs identified during the coding will be explored. As a pedagogical tool, learning logs with directed questions (scaffolding) encouraged epistemic agency and greater awareness of learning.