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The purpose of this study was to investigate the effects of interaction cues and instructional setting during collaborative computer-based instruction (CBI). The participants were 86 undergraduate preservice teachers enrolled in a required computer literacy course. They were blocked by prior knowledge of computer basics and assigned to mixed ability dyads. Each of the four intact sections of computer literacy course was assigned to either a face-to-face or an online collaborative treatment condition. Dyads were then randomly assigned to receive either scripted or non-scripted cues. The study examined the effects of interaction cues and instructional setting on individual posttest performance, group project performance, attitudes, collaborative interaction behaviors and time on task.

Results for posttest performance and group project performance indicated nonsignificant mean differences between students in the face-to-face and online collaborative conditions, as well as nonsignificant mean differences between students who received non-scripted cues and those who received scripted cues.

Findings for attitude indicated that students in the face-to-face instructional setting responded more positively toward the computer program and collaboration method than those in the online instructional setting. The results for interaction behavior revealed that face-to-face dyads exhibited significantly more on-task behavior, while online dyads exhibited significantly more off-task behavior. Furthermore, students who received non-scripted cues exhibited significantly more off-task behavior than those who received scripted cues. Time data revealed that dyads in the online collaborative condition spent significantly more time on orientation screens than dyads in the face-to-face condition.

The results of this study have implications for the design and development of computer-based learning environments that involve collaborative strategies during instruction. Findings suggest that instructional setting can be important in influencing student attitudes toward learning. Future research should investigate the effects of using online chat that incorporates more capabilities simulating a face-to-face environment. However, consideration should be given to appropriate instructional strategies to effectively support collaboration and interaction in specific instructional settings.