This qualitative study is targeting on the exploration of the phenomena of virtual socialization for mutual support, knowledge sharing, and knowledge construction in e-collaborative learning (CSCL).  The idea of e-collaborative knowledge sharing and knowledge construction is taking the model of proximal development into consideration (Vygotsky, 1978). The phenomena mentioned above cannot just be seen as interrelated, but as a mutual interdependent. In specific, mutual support (Kopp et al., 2012; Gorghiu, et al., 2011), and ties are seen as necessary conditions for online virtual team activities as well as for learning and working in teams in general (Haythornthwaite, 2006; Granovetter, 1982).  To reduce virtual distance which has an negativ impact on e-collaboration’s efficacy, virtual socialization plays an important role (Lojevski, 2006, Lojevski et. al., n.d.). Virtual socialization is therefore seen as a prerequisite and a necessity which can develop over time (Salmon, 2004).  Beside the database including questionnaires about attitude, satisfaction, and perceived support, streamed lectures, and discussion boards, students were asked to write learning diaries over the entire semester.  The intention applying learning diaries for learning purposes is not just on the documentation of the learning process and success. It makes the learner reflect about the own learning process (metacognition), as well as it increase the awareness of limiting and supporting factors. In this e-collaborative course, the given guidelines for the ‘public’ learning diaries, -which includes the annotation of learning diaries of peers- did not specifically stress the aspect of mutual support. The task was described as documenting the learning progress, learning activities, the increasing of understanding of the course topics and content. Nevertheless, one has to admit that the use of ‘public’ learning diaries in a virtual learning environment might have supported the reflective learning activities which are: the perception and experience that the creation of knowledge can be supported and extended through collaboration. Unfortunately the effects of ‘public diaries’ are not yet analyzed deeply (Nückles et al., 2004). The research question is: Is there evidence for virtual socialization and mutual support in virtual groups as prerequisites for e-collaborative learning (CSCL)?

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