摘要：A growing amount of research focuses on learning in group settings and more specifically on learning in computersupported
collaborative learning (CSCL) settings. Studies on western students indicate that online collaboration enhances
student learning achievement; however, few empirical studies have examined student satisfaction, performance, and
knowledge construction through online collaboration from a cross-cultural perspective. This study examines satisfaction,
performance, and knowledge construction via online group discussions of students in two different cultural contexts.
Students were both first-year university students majoring in educational sciences at a Flemish university and a Chinese
university. Differences and similarities of the two groups of students with regard to satisfaction, learning process, and
achievement were analyzed.
关键词：Online collaborative learning, Satisfaction, Academic performance, Knowledge construction, Cultural context
