This paper describes the experiences gathered in a Masters of Adult Education course at University of Botswana (UB), where 26 students of the University of Botswana and the University of Georgia (UGA) engaged in discussions within the University of Botswana Learning Management System WebCT. Individual participation patterns in the discussions varied widely in this course. Based on variables found in the literature, student participation patterns were analysed--both in terms of quantity (messages read and written) and quality (status of conversational moves and level of critical thinking). Results show that culture or membership of a specific group did not seem to influence participation patterns. Gender was the major influencing variable for participation patterns in terms of both quantity and quality. Other influencing variables were course design, assessment of discussions and the presence of a learning community.