The social dimension of Web 2.0 penetrates our society more thoroughly with the availability of broadband services. Aim of the following paper is to analyze the students' view on the relationship between social dimension of Web 2.0 technologies and e-learning within education. The meaning of the key concept of social dimension of Web 2.0 is studied. Moreover, the study demonstrates how the key concept is related to the idea of e-learning. Research methodology is based on the theoretical findings on the social dimension of Web 2.0 (Vossen, 2009; Tapscott, Williams, 2006; Berners-Lee, 2000) and the relationship between social dimension of Web 2.0 technologies and e-learning (Maslo, 2007; Zascerinska, 2009a). The methodological foundation of the present research for the comparative analysis of the students' view on the relationship between social dimension of Web 2.0 technologies and e-learning is formed by the System-Constructivist theory. The present empirical research was conducted during the implementation of Bachelor's programmes at the Faculty of Business and Engineering at Wismar University, University of Technology, Business and Design, Germany, and the nationwide of Taiwan. The comparative study results suggest that the students in Taiwan have a higher level of the positive view on the relationship between social dimension of Web 2.0 technologies and e-learning than the engineering and business students of Wismar University in Germany. The findings of the research allow putting forth the following hypothesis for further studies: in order to increase the students' e-learning within the social dimension of Web 2.0 it is necessary to promote the students' use of the social dimension of Web 2.0 for organizational and professional purposes, as well as to create a favourable learning environment which supports learners' needs and provides successful e-learning within the social dimension of Web 2.0 in a multicultural environment. (Contains 3 tables and 2 figures.)