This grounded theory article focuses on the role of social communications during an online group problem-solving class. The proposed theory states that students working collaboratively and asynchronously with people they do not know use social comments to overcome emotional and geographical distance feelings. The subthemes of self-revelation, tying, and etiquette enabled students to "connect" to group members, group process, and the learning content. The contextual subtheme of technology provided a framework for messages. Social commentary constructed a foundation for problem-solving activities. Instructors are encouraged to consider enhancing social connections as a means of accomplishing primary course objectives.