Are They Thinking Differently: A Cross-Cultural Study on the Relationship of Thinking Styles and Emerging Roles in Computer-Supported Collaborative Learning

Autor/inn/en	Gu, Xiaoqing; Wang, Huawen; Mason, Jon
Titel	Are They Thinking Differently: A Cross-Cultural Study on the Relationship of Thinking Styles and Emerging Roles in Computer-Supported Collaborative Learning
Quelle	In: Educational Technology & Society, 20 (2017) 1, S.13-24 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Cognitive Style; Correlation; Cultural Influences; Cross Cultural Studies; Asians; North Americans; Computer Mediated Communication; Efficiency; Cooperative Learning; Student Role; Cultural Differences; Preferences; Coding; Graduate Students; Majors (Students); Educational Technology; Measures (Individuals); Student Attitudes; Interrater Reliability; Foreign Countries; Role Playing; Statistical Analysis; China; United States + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Korrelation; Cultural influence; Kultureinfluss; Cultural comparison; Kulturvergleich; Asian; Asiat; Asiatin; Asiaten; Asiate; Computerkonferenz; Effectiveness; Effektivität; Wirkungsgrad; Kooperatives Lernen; Kultureller Unterschied; Codierung; Programmierung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Unterrichtsmedien; Messdaten; Schülerverhalten; Interrater-Reliabilität; Ausland; Rollenspiel; Statistische Analyse; USA
Abstract	Numerous studies have recognized collaboration as an effective way of learning. When collaboration involves students from different cultural backgrounds, a question arises: "Will cultural differences influence the manner in which roles are adopted within collaborative learning?" In this study, a correlation analysis was used to explore the relationship between cultural factors and emerging roles among collaborating students from two universities in different countries (China and USA). The cultural factors that might hypothetically affect their collaboration were approximated to thinking styles by using Sternberg's thinking styles inventory. The roles that students adopted according to preferences were coded with an adapted coding scheme. The results indicate a significant relationship between student thinking styles and the adopted roles of students. This finding implies that cultural factors, exhibited as thinking styles, could explain the emerging roles that are adopted in Computer-Supported Collaborative Learning (CSCL). The results could guide teachers in assigning appropriate roles to students with different backgrounds to improve the efficiency of collaboration during cross-cultural CSCL. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01