The use of collaborative learning (CL) has been found to be beneficial for helping students to learn more effectively compared to learning on their own. While CL was implemented successfully in various classroom scenarios, it is used more rarely in remote settings. Especially during the CoViD-19 pandemic and its resulting distance learning, students were often used to learn alone, without experiencing the advantages of CL. This is caused by various reasons, ranging from the required technical know-how, hardware, and Internet connection, to the novelty and lack of experience with these functions. Moreover, the type of the remote setting, e.g., the number of participating students, is a challenge, as, similar to traditional face-to-face settings, the lecturer cannot follow every discussion. Given these challenges, the goal of this paper was to investigate how and, more importantly, how successfully CL can be implemented in remote settings. Therefore, the use of a novel technical approach to implement CL in four different remote teaching scenarios was investigated and both the usage itself as well as the opinions of lecturers and students were recorded. In this way, this paper intends to make a valuable contribution to the study of CL in remote settings.