Although in general collaborative learning is effective, it is clear that this is not always the case. To explain this, researchers have been suggested to investigate the interaction process occurring in the course of collaboration. Research on face-to-face (FTF) groups have provided clues as to what types of interaction are productive for learning, both at the individual and group level. However, the extent to which these findings apply to online groups is not yet clear. This paper reports a

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... nceptual systematic review of recent studies of online synchronous learning groups. There is little evidence that the types of online interaction deemed favorable are actually associated with individual conceptual learning. These findings challenge the implicit assumption held by many educational technology designers. Implications for future research are discussed.