When Online Instruction Fails

Abstract

EFL freshman students enrolled in a grammar course at King Saud University (KSU) shared an online course with a group of EFL freshman students enrolled in a similar grammar course at Umm Al-Qura University (UQU). The instructors and their students used Makkah e- Learning (Moodle) as a supplement to traditional in-class grammar instruction that depended on the textbook. The study aims to investigate the effects of a collaborative online project shared by UQU and KSU students on their achievement in grammar and their attitudes towards their online collaborative learning experience.