With the spread of ‘untact’ culture due to the coronavirus pandemic, online education is being conducted worldwide. Although the same educational method was carried out, the specific context of learning varied from country to country. The purpose of this study was to compare the Korean and Swedish university students’experiences of online education through narrative inquiry to confirm the socio-cultural differences of learning. It was found that active interaction between instructors and other learners had a positive effect on learning motivation, participation level, and satisfaction in non-face-to-face online classes. The online learning environment that fosters a one-to-one relationship with the instructor creates an equal learning environment, which induces passive learners' participation. Furthermore, the methods of communication and the learning skills that students prefer are different depending on the culture. The effectiveness of education should be enhanced by establishing differentiated online learning support strategies according to socio-cultural characteristics. Lastly, an online learning environment based on a collaborative learning community builds a learner-centered learning environment and increases the possibility of developing future core competencies. This suggests that domestic universities should actively seek out ways to create a cooperative online learning environment.