This paper examines two cohorts of students, each engaged in an undergraduate management course, but using different means of engagement. One cohort of 90 students completed a real time learning program integrating group dynamics, action research, team performance, and participative decision-making. A second cohort of 171 students completed the same course of study in an online environment. Satisfaction ratings were drawn across the real-time and online cohorts, and the data were structured and critically mined using the following four level evaluation of learning model to explore student-learning outcomes related to online group work: (1) satisfaction; (2) what was learned; (3) whether the learning was being used; and (4) value-adding and student learning. Findings indicate that the real time student sample recorded a significantly higher satisfaction rating in some aspects of their group learning experiences than their online counterparts. Further examination of the learning outcomes of the online cohort of students using level two, level three, and level four evaluation strategies, suggests that the online group work model successfully supports group learning behaviors, transfer of these behaviors to practice, and improvement in learner behaviors at the enterprise level. Despite some differences in between group learning outcomes, online group work was seen to add value to the group learning experience. (Contains 13 references.) (Author/MES)