This study explores the extent to which students in colocated teams use synchronous and asynchronous computer-mediated communication channels (task virtuality) and how this use affects their perceptions of the team's performance, their satisfaction with the team, and the learning they derive from the process. Survey results show that different computer-mediated communication channels relate to each team outcome. These findings could help educators refine the student experience with these technologies to prepare them for virtual teamwork in the workplace.