This paper examines the effect of problem solving activity during computersupported collaborative problem solving in digital social networks and introduces the ‘Struggle Analysis Framework (SAF)’, for analyzing interactions in these networks; interactions will be called ‘struggle’. A study of collaborative modeling has been contacted in the frame of an authentic educational activity among students in a secondary school and in a university, using Facebook social network. The students involved were separated into two groups. Students peer interaction analysis revealed that, according to our expectations, the group provided with an activity appeared to have much more struggle than the group that had nothing special to do. They were more active, they exchanged more messages and documents, they were involved in deeper discussions, they achieved mentor/tutor roles and they collaborated more. The reported findings as well as the SAF model, can have implications to various settings of collaboration in social networks.