The effect of online collaboration on students' achievement and perception of time on task in an undergraduate computer applications class

The goal of the study was to investigate the effect of online collaboration on students' time spent on task and their achievement. Previous research indicated that there is no significant difference in students' achievement whether instruction is online or face-to- face. On the other hand, there was also research indicating that collaboration helped improve student performance. This study attempted to branch out to look at not only students' achievement but their time spent on task in a skill-oriented course in both online and face-to-face environments collaboratively or independently.

The study focused on skill-oriented achievement (PowerPoint grade), knowledge-oriented achievement (Quiz), and students' time spent on task in an undergraduate computer application course to determine if instructional environment (online vs. face-to-face) and classroom activity (collaborative vs. independent) played an important part in course designing and development. The results in the study suggest that skill-oriented course may still be best taught face-to-face, and the environment does not affect students' time spent on task. However, because of the limitation of the study, there should be further research.