This study investigated Ghanaian higher education students' perceptions of collaborative online learning against the backdrop of limited information and communication technology infrastructure as pertains in most parts of the developing world, with the belief that understanding these perceptions can assist educators in the design and development of suitable and appropriate online learning environments. Adopting an input-process-output theoretical framework, qualitative analytical techniques were used to explore the attitudes, experiences and perceptions of 25 undergraduate students as they engaged in a semester-long online course at a Ghanaian university. Findings suggest that students' perceptions of collaborative online learning are most influenced by their individual learning styles, motivation, skills and abilities, and to a lesser extent by pedagogy, technology and the institutional support services. The implications of these findings for practice and further research are also discussed.