Online collaborative learning has gained prominence in recent years, particularly as the COVID-19 pandemic accelerated the shift to digital education. While it offers flexibility, it also introduces challenges in ensuring effective collaboration and strong academic outcomes. This quasi-experimental study, utilizing mixed methods, investigated the factors that influenced academic achievement in online collaborative learning, drawing on the Community of Inquiry (CoI) framework to explore the role of social and learning presence.

The research involved 239 Informatics students, aged 18-31, working in online teams over a semester with weekly advanced programming assignments. Hierarchical and polynomial regression analyses were conducted on data from questionnaires, assignment evaluations, and exam results. The study found that self-efficacy strongly predicted academic success, reinforcing existing literature on the influence of individual traits on learning outcomes. In contrast, communication competence, though expected to be central to collaboration, did not significantly impact academic performance. This suggests that in online contexts, learners’ communication skills may be less critical, as technology predominantly facilitates interaction and mitigates collaboration barriers.

Regarding team factors, knowledge sharing emerged as a significant positive predictor of academic achievement, emphasizing the importance of collaborative knowledge creation, where students exchange ideas and problem-solving strategies. Interestingly, group cohesion showed a curvilinear relationship with academic performance, indicating that teams with moderate cohesion performed the best. This challenges the assumption that higher cohesion always leads to better outcomes, suggesting that overly cohesive teams may experience diminished performance due to excessive conformity or social pressures, even in online contexts.

These findings contribute to a deeper understanding of online collaborative learning by highlighting the intricate interplay between individual learner characteristics and team dynamics. They suggest considering both personal factors and team-level processes when designing online learning interventions. Specifically, educators should focus on fostering self-efficacy, promoting knowledge sharing, and managing group cohesion to optimize performance. The study also underscores the dual nature of online learners, who must balance their individual traits with their roles as active members of collaborative groups. The interaction between individual and team factors calls for a holistic approach to online learning design, where personal development and collaborative engagement should be nurtured simultaneously.

In conclusion, this research provides valuable insights into the factors influencing academic performance in online collaborative learning environments. By considering individual characteristics and team dynamics, educators can design more effective online courses that support both individual success and collaborative learning. These findings also offer guidance for future research and educational practices in the evolving landscape of digital education.

Keywords: Online Collaborative Learning, Self-efficacy, Knowledge sharing, Academic performance, Group Cohesion.