Mind Your Language: Cultural Differences in Computer Supported Collaborative Learning
Author
Khan, Sara
Term
4. term
Publication year
2009
Pages
125
Abstract
This thesis explores whether cultural differences influence communication and collaboration in computer supported collaborative learning (CSCL). Grounded in a collaborative view of learning, it combines a theoretical framework on CSCL, collaboration and communication, intercultural communication, and culture theory with an empirical case from two online MBA courses at a Canadian university. The empirical component is a quantitative questionnaire that examines students’ attitudes and expectations toward online collaboration, communication, and course activities to assess whether their responses reflect culturally shaped expectations. Theoretically, the thesis argues that cultural differences can affect online interactions in CSCL. Empirically, the analysis found no clear relationship between students’ responses and their ethnic or cultural background; overall, students reported positive experiences with online communication and collaboration, indicating a well-functioning online course. Consequently, it is difficult to draw firm conclusions about cultural impact in the case studied, even though theory suggests a potential influence.
Specialet undersøger, om kulturelle forskelle påvirker kommunikation og samarbejde i computerstøttet kollaborativ læring (CSCL). Med udgangspunkt i et kollaborativt læringssyn kombinerer arbejdet et teoretisk rammeværk om CSCL, samarbejde og kommunikation, interkulturel kommunikation samt kulturteori med en empirisk case fra to online MBA-kurser på et canadisk universitet. Empirien bygger på en kvantitativ spørgeskemaundersøgelse, der afdækker de studerendes holdninger og forventninger til online samarbejde, kommunikation og kursusaktiviteter for at se, om svarene afspejler kulturelle forventninger. Teoretisk argumenteres der for, at kulturelle forskelle kan have betydning for online interaktioner i CSCL. Den empiriske analyse viste imidlertid ingen klar sammenhæng mellem de studerendes svar og deres etniske eller kulturelle baggrund; overordnet set vurderede de studerende kursets online samarbejde og kommunikation positivt, hvilket tyder på et velfungerende online forløb. På den baggrund er det vanskeligt at konkludere entydigt om kulturel påvirkning i den undersøgte case, selv om teorien peger på en potentiel indvirkning.
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