The article deals with the findings of the empirical study focused on the sociometric analysis of intragroup processes of informal role distribution within a student group in both online and offline learning situations. It is shown that academic groups differ in their level of socio-psychological development depending on the learning format, which is largely determined by the distinctions between virtual and direct interpersonal communication. It is emphasized that intragroup structures of attraction and informal relationships are qualitatively different characteristic features depending on the learning format. Research indicates that the distance learning format empowers students with control over their self-presentation, thereby streamlining role allocation within a group. A decline in team cohesion is observed upon transitioning to face-to-face instruction, suggesting an insufficient level of relevance in the way members perceive one another within a virtual group. Leadership positions maintain their identity during the shift from online to offline learning, with their expression becoming more pronounced in a traditional in-person educational setting