A "connected classroom" model was used for an educational psychology class which relied heavily on both face-to-face and Web-based collaborative discussion. As part of the class, students were required to participate in collaborative discussion that consisted of a structured environment in which students addressed open-ended questions about foundational class material. Each week students completed a Likert questionnaire on which they were asked to rate their subjective reactions to both Web-based and face-to-face collaborative activities. Results indicated that: (1) for the majority of subjective questions asked, responses to the face-to-face versus Web-based collaborative learning did not significantly differ; (2) students found the face-to-face learning to be more socially positive, and they reported learning more about others in their group; (3) for Web-based discussion, students found discussions of opinion questions to be less effective for promoting learning than application questions; and (4) students' appreciation of group members' views and the amount they reported learning about other students decreased over the course of the class across both formats. (Author/AEF)