Despite their importance and benefits, collaborative learning faces many challenges and stereotypes. It may lead to unequal participation, unproductive, and a lack of engagement. However, the impact of the pandemic in the educational setting is not predetermined. This study found a method to improve students’ satisfaction and learning experience by experimenting with both online and face-to-face (FTF) group discussions. The data was collected from undergraduate lectures using a questionnaire survey at a Japanese university. Present findings showed the importance of three key success factors: preparation (pre-assignment), contribution, and feedback. Although it was found that feedback was considered to affect collaborative learning as a mediator, to have no significant relationship with satisfaction and learning experience, these require further investigation. Furthermore, our results showed a positive relationship between satisfaction and learning experience in a group given an assignment before the classes. Our study underscores the importance of incorporating assignments (preparation) and effective collaborative learning strategies into the design of group discussions to improve students’ performance, which affects the learning experience as well as their satisfaction. In addition, this study also provides an evidence-based analysis of the link between assignment availability, satisfaction, and learning performance.