Distributed learning offers education beyond the walls of the traditional classroom. Students may not have the Opportunity to ever interact as a whole class unit. They interact individually or as small sub-groups of the whole class in distributed sites. Understanding the dynamics of communication is important to the design of the distributed learning environment. Studies have focused on how computer-mediated communication de-individuates single participants (Spears & Lea, 1990; Matheson & Zanna, 1988), but has not looked at the impact on groups participants. The need for examining the impact of environments and social group identification is initiated in this study. Yet, more detailed analysis must be done in this area to understand how these factors will impact distributed education.