This article analyses the dynamics of communication in the digital classroom environment of a mathematical logic course. Records of the forum and chat sessions were processed using an analysis protocol with different methodological, problem solving and social climate categories. The group structure was graphed and indices of global, individual, group, and effective leadership were calculated. No differences were found with respect to concentration of the group on problem-solving, frequency of messages related to social climate, or scenarios used. The most outstanding difference between the forum and chat scenarios was the index of tutor leadership.