The purpose of this study was to examine the impact and development of online learning experiences, behaviours and self-regulation of a sample of Mainland Chinese postgraduate students who engaged consecutively in three Moodle discussion tasks. Questionnaire data (n = 41) suggested significant correlations between students' online learning experiences and self-regulation, and between self-regulation, self-efficacy and a deep approach to learning. Interview data (n = 6) further suggested, with a situational interest to overcome the challenges associated with a new learning environment, that students were able to exercise deep learning. Students' online learning experiences and their self-regulation were promoted by the e-Learning instructional design and the feedback that they received. This paper contributes to the discussion of the conditions and policy measures for positive and successful e-Learning.