Team learning and collaboration between online and blended learner groups

In an effort to compare team-level learning performance resulting from different instructional variables and settings, this study examined how online and blended delivery learner groups compared in terms of learning outcomes, collaboration, and perceived quality of instructional variables. Results indicated that the two teams were not different in learning outcomes measured by perceived and measured knowledge gains. However, members' perception about team collaboration and the quality of instructional variables differed between those two delivery settings. Also, several instructional variables were found to have an impact on learning outcomes and team collaboration for both learner groups. These findings have implications for improving existing practices of online and blended instruction.