January 2012 Volume 15 Number 1 - Educational Technology ...

Zhu, C. (2012). Student Satisfaction, Performance, and Knowledge Construction in Online Collaborative Learning. Educational
Technology & Society, 15 (1), 127–136.
Student Satisfaction, Performance, and Knowledge Construction in Online
Collaborative Learning
Chang Zhu
Department of Educational Sciences, Vrije Universiteit Brussel, Pleinlaan 2, 1050 Brussels, Belgium //
chang.zhu@vub.ac.be
ABSTRACT
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.
Keywords
Online collaborative learning, Satisfaction, Academic performance, Knowledge construction, Cultural context
Introduction
A growing amount of research focuses on learning in group settings and more specifically on learning in computersupported
collaborative learning (CSCL) settings. Interactive technologies, such as web-based technology, can
enhance the collaboration and construction of knowledge (Comeaux & McKenna-Byington, 2003). Group
discussion, during which students develop effective cognitive learning strategies through social interactions, is one of
the key activities of collaborative learning. These learning strategies encourage the adoption of a deep learning
approach and have been shown to be effective in enhancing student achievements (Garrison & Cleveland-Innes,
2005).
In CSCL, learners are encouraged to exchange ideas, share perspectives, and use previous knowledge or experience
in order to decide on the best solution for problems (Dewiyanti, Brand-Gruwel, Jochems, & Broers, 2007). Previous
studies confirm that student involvement is more intense and equally distributed among group members in CSCL
environments compared to face-to-face sessions (Angeli, Valanides, & Bonk, 2003). Recent studies indicate that
online collaboration such as asynchronous discussions enhances student learning achievement (Young, 2008).
Culture serves as a perceptual framework that guides the interpretation of interactions and the construction of
meanings (Berry, Poortinga, Segall, & Dasen, 2002; Cortazzi, 1990). Cultural attributes 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 (McLoughlin & Oliver, 2000). Some previous studies have indicated
cultural gaps between “Confucian-heritage” and “western” learners in online collaborative learning environments,
however, mostly in western educational settings. Few empirical studies have focused on comparing student attitudes,
behaviours, and performance in Confucian-heritage Chinese educational settings and western educational settings.
This study aims to study online collaborative learning in Flemish and Chinese contexts, with the former being more
of an individualist culture, and the latter more of a collectivist culture. The study focused on the investigation of
student satisfaction, performance, and knowledge construction through online collaboration in the two different
cultural settings.
Student satisfaction with online collaborative learning and preferences across cultural
contexts
When an e-learning environment is applied, student satisfaction should be considered in evaluating the effectiveness
of e-learning. The degree of student learning satisfaction with an e-learning environment plays an important role in
the adoption of e-learning or blended learning. Learners’ satisfaction can have repercussions on whether learners like
to use systems or not, how learners work together, and whether there is a good working atmosphere among learners
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