This study examined differences between two populations of composition students over the course of a semester in their perceptions of collaboration as reported in the pre- and post-surveys. In addition, using an assessment rubric developed by the researchers, the study examined students' audience awareness as demonstrated in their writing. Both groups of students were taught by the same instructor and had the same writing assignments; both classes incorporated a pedagogy of collaborative learning to help students develop a sense of belonging to a discourse community; and both sections used networked computers as learning, writing, and communication tools. The distinguishing variable between the two sections was the absence of face-to-face communication among students in the online class. The following research questions were posed in the study: (1) Do students differ in how they value collaboration during the writing process? (2) Do students differ in how they address audience needs in their writing products? (3) Do students differ in their level of satisfaction with their learning experience? Conclusions from this study are: online students tend to be more independent learners, valuing collaboration less than do on-campus students; online interaction appears to increase audience awareness in students' writing; and students in both sections reported positive experiences with their respective classes. (Contains 20 references.) (Author/AEF)