Groupware packages are increasingly being used to support content delivery, class discussion, student to student and student to faculty interactions and group work on projects. This research focused on groupware packages that are used to support students who are located in different places, but who are assigned group projects as part of their coursework requirements. In many cases, students are being asked to use unfamiliar technologies that are very different from those that support personal productivity. For example, computer-assisted cooperative work (CSCW) technology is different from other more traditional, stand-alone software applications because it requires the user to interact with the computer as well as other users. However, familiarity with the technology is not the only requirement for successful completion of a group assigned project. For a group to be successful, it must also have a desire to work together on the project. If this pre-requisite is not present within the group, then the technology will only create additional communication and coordination barriers. How much of an impact does each of these factors have on the acceptance of CSCW technology? The significance of this study is threefold. First, this research contributed to how a user's predisposition toward group work affects their acceptance of CSCW technology. Second, it helped identify ways to overcome some of the obstacles associated with group work and the use of CSCW technology in an academic online environment. Finally, it helped identify early adopters of CSCW software and how these users can form the critical mass required to diffuse the technology. This dissertation reports the impact of predisposition toward group work and prior computer experience on the intention to use synchronous CSCW. It was found that predisposition toward group work was not only positively associated to perceived usefulness; it was also related to intention to use. It also found that perceived ease of use, at least in this study, had a direct and positive impact on intention, and was not mediated through perceived usefulness. These findings hold implications for academia and how it uses complex collaborative software. Avenues for further research are identified.