Collaborative learning in online courses has been examined through written communication in groups, as described in the literature (Garrison, Anderson, & Archer, 2000; Jahng, 2012). Communication quantity is most frequently used to evaluate collaboration (Lipman, 1991; Solan & Linardopoulos, 2011; Wenger, 2001). Researchers have regarded active and abundant communication as a fundamental component for creating and sustaining collaborative learning processes and as a prerequisite for high quality collaboration (e.g., Bauer & Anderson, 2000; Curtis & Lawson, 2001; Jahng & Bullen, 2012; Nistor & Neubauer, 2010). In practice, course management systems often provide communication quantity measures such as the number of logins, the period of log-on time, and the lengths of posted messages. However, these quantity measures rarely reveal any specific problems underlying collaboration processes and the quality of collaboration.