Online students’ ability to collaborate with peers may lead to increased learning and positive attitude toward their learning. Given a need for more theoretical and practical work in this area, we sought to compare differences between high and low-collaboration groups in an assignment to determine if higher levels of collaboration lead to higher levels of semantic writing. We explored how the use of collaboration strategies in group work through the use of online tools impacted the ideas generated while participating in a group project as compared to an individual project. We sought to compare the degree of document sentiment between the two groups. For total generated themes, the low collaboration group developed significantly more themes than the high collaboration group. The high collaboration group yielded 349 more facets than the low collaboration group with 50% of the facets being unique between the two groups. We found neutral document sentiment in both groups overall.