Arguing that seeking help when needed is an integral part of the learning process, this paper describes a three-stage help-seeking process; examines computer conferencing in academic contexts; and describes several characteristics that promote help-seeking, including the admission of inadequacy, the decision to seek help, and the ultimate acquisition of assistance. Conditions which moderate the potential facilitation of academic help-seeking are discussed, including the degree of cooperation versus competition and instructor and conference participants' reactions to requests for assistance. (Contains 30 references.) (Author/ALF)