Previous research has shown cognitive processes that are essential for deep learning and information retention occur in dialogue. However, asynchronous distributed learning groups that utilize computer-supported collaborative learning (CSCL) environments lack the social interaction that is necessary for dialogue to occur. The conditions in asynchronous online learning environments are not sufficient in naturally supporting collaborative learning environments; this failure occurs at a surface level rather than a technical level—social interaction is incredibly complex in online environments and there are significant problems with the social dynamic amongst group members.

To support these social psychological aspects, educators must put in more effort. The article suggest that teachers have not made these efforts because of the two major pitfalls that occur as a result of the shift from contiguous learning groups to asynchronous distributed learning groups. While these pitfalls are not uniquely related to CSCL, they are more salient in these conditions.