Online collaborative learning: Cultural differences in student satisfaction and performance

Recent studies focusing on Western students indicate that online collaboration enhances student learning achievement. Yet few empirical studies have analyzed student satisfaction and performance through online collaboration from a cross-cultural perspective. This study aims to examine student satisfaction and performance in online collaborative learning involving students in two different cultural contexts. A parallel e-learning environment with online collaborative group work was implemented for a group of Chinese first-year students from a national comprehensive university in Beijing, China and a group of Flemish first-year students from a regional comprehensive university in Flanders, Belgium. Differences and similarities with regard to student (dis-)satisfaction and their performance are analyzed and discussed from a cross-cultural perspective. (DIPF/Orig.)