Collaborative learning in class is common in the teaching and learning process. Considering the flexibility of access to online learning, the majority of tasks involved online group work and required engagement from peers. In addition, commitment from group members is important to make it a success. Thus, further exploration is required to understand how learning occurs in collaborative learning contexts. The present study is done to investigate the relationship between equity with camaraderie and achievement in online group work. Specifically, this study is done to gain insight into learners’ perspectives on online group work. The sample consisted of 236 undergraduates from various fields who answered a survey created by the researcher. The survey has 29 items as Section A has items on the demographic profile. Section B with 7 items on equity, Section C has 14 items on camaraderie and Section D has 8 items on achievement. The finding showed that there is a positive relationship between equity and camaraderie. Data further revealed that there is a positive association between camaraderie and achievement. Consequently, the outcomes of this study are relevant for both teachers and learners in online learning as well as proposed research directions and practices in online group work.
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