Abstract
This study aims to investigate junior high school students’ attitude, affective status, and learning performance when they collaborate on concept mapping in groups either via face-to-face communication (FTF) or via computer-mediated communication (CMC). This study also attempts to explore the differences in the way students participate in concept mapping and the content they contribute to discussion as a result of collaborating via FTF or CMC quasi-experimental design was adopted with a participation of 125 8^th grade students from a junior high school in Taichung City, Taiwan. After a three-week session on training students to apply concept mapping to history learning, data including questionnaires, evaluation of concept maps, videos of the process of concept mapping, and interviews were collected and analyzed. It was found that CMC groups showed better affective attitudes and participatory behaviors than FTF group did, but FTF group had more constructive team discussions than CMC had. And, individual practices prior team collaboration help to improve collaboration effectiveness, but the reverse was not true.