Computer Supported Collaborative Learning (CSCL) is based on the pedagogical assertion that students learn – construct knowledge – through group interaction (Gerlach, 1994). Collaborative learning involves the joint construction of meaning through interaction with others (Littleton & Hakkinen, 1999). Recent studies (eg, Simon, 2002; Wang & Kang, 2006) have commonly revealed that learning outcomes improve when learners are better engaged in learning, such as by working with others in groups. Some studies (eg, Wang, 2004) reveal a positive correlation between students’ visible learning behaviours, such as participating in online activities, and their learning outcomes. Cultural attributes, however, can affect online presence and learner perceptions. It is important to consider the cultural backgrounds of learners if we are to understand how they respond to computer-based learning (Collis, 1999). Recent evaluations of Western teaching practices within Asia cast doubt that findings can be transported from one community to the other without an understanding of what important contextual variables are, and how they interact with key educational interventions. The research questions of the current study are: 1. What are the differences between Chinese and Flemish students regarding their satisfaction with the e-learning environment? 2. How are student characteristics in learning related to their performance online and learning outcomes? 3. Will student participation in asynchronous group discussions foster their academic performance?

The present study was set up as part of a cross-cultural research collaboration between Ghent University and Beijing Normal University. A freshman course on “Instructional Sciences” was implemented in parallel to first-year Chinese and Flemish students majoring in Educational Studies. A main feature of the e-learning environment is the asynchronous 'task-based' online group discussion. Prior to the implementation of the e-learning course, students’ characteristics were measured. The Epistemological Beliefs Questionnaire (Chan & Elliott, 2004) was used to measure student beliefs about knowledge and knowing. Selected scales from the Motivated Strategies of Learning Questionnaire (Pintrich et al. 1991) were used to measure student learning strategies. Part of the Conceptions of Learning Inventory was used to measure student conceptions of learning. In addition, students were asked to report their preferences for collaborative learning, team work, critical thinking, and problem-based learning. After the implementation of the e-learning course, students were asked to report their satisfaction with the e-learning experience. Furthermore, student online participation was analyzed and scored.

The results indicate that there are significant differences between Chinese and Flemish students regarding their satisfaction with the e-learning environment. Student conceptions of learning, epistemological beliefs, and learning strategies were found to be related to student performance in online group work and their academic performance. Furthermore, significant relations were found between student participation in online group activities and their academic performance. The results indicate that student participation in asynchronous group discussion is positively associated with their academic performance.