Online learning provides the potential for more differentiated, integrated, and open learning environments to solve team project assignments. We argue that although it is feasible to increase information richness via adopting multimedia technologies, the effectiveness to promote interpersonal skills, critical thinking, and cognitive learning processes via virtual group discussion is uncertain. To substantiate the argument, we invited 156 subjects, divided into 46 groups, to resolve decision- and intellective-tasks in text-messaging and audio-conferencing e-learning environments. A pedagogical interpretation of how we can use these two e-learning systems to improve effectiveness for group-based tasks was posited.