This study examined the relationship between the quality of intra-group online collaboration among groups of undergraduate learners on the quality of products produced. The quality of online collaboration was assessed by the instructor and Teaching Assistant with the computer supported collaborative learning (CSCL) process assessment tool. The evolution of quality of intra-group online collaboration was examined over time, as was the quality of group products for the first and third online activity. Findings suggest that the quality of collaboration significantly impacted the quality of products produced by a group. The results of this study underline the need to provide support for the development of learners' online collaborative skills prior to the introduction of learning activities where grades are contingent upon effective collaboration. The strategy of self and peer assessment practices is introduced as a potential means of fostering the development of important collaborative skills essential to learners' successful negotiation of this novel learning arrangement. (Contains 29 references.) (Author)