A Cross-Cultural Study of Online Collaborative Learning

Autor/inn/en	Zhu, Chang; Valcke, Martin; Schellens, Tammy
Titel	A Cross-Cultural Study of Online Collaborative Learning
Quelle	In: Multicultural Education & Technology Journal, 3 (2009) 1, S.33-46 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-497X
DOI	10.1108/17504970910951138
Schlagwörter	Constructivism (Learning); Learning Strategies; Student Motivation; Cooperative Learning; Educational Environment; Learning Experience; Cross Cultural Studies; Student Attitudes; Attitude Change; Foreign Countries; Introductory Courses; College Students; Cultural Differences; Internet; Blended Learning; Asynchronous Communication; Educational Technology; Electronic Learning; Computer Assisted Instruction; Technology Integration; Discussion Groups; Belgium; China (Beijing) + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulische Motivation; Kooperatives Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lernerfahrung; Cultural comparison; Kulturvergleich; Schülerverhalten; Attitudinal change; Einstellungsänderung; Ausland; Einführungskurs; Collegestudent; Kultureller Unterschied; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Belgien
Abstract	Purpose: The purpose of this paper is to examine whether there is a cultural gap in student perceptions of online collaborative learning and to investigate to what extent student perceptions, motivation, and learning strategies change over time due to the actual involvement in a collaborative e-learning environment (ELE). Design/methodology/approach: A parallel e-learning environment for a first-year university course is implemented for a Flemish group (n = 217) at Ghent University and a Chinese group (n = 165) at Beijing Normal University. Student perceptions of the online collaborative learning environment and their motivation and learning strategies before and after the ELE are measured. Findings: The findings show that the Flemish group perceive the online collaborative learning environment more positively compared to the Chinese group. However, Chinese students' motivation, and learning strategies change significantly towards a way that is more in line with a social-constructivist learning approach after the online collaborative learning experience. Practical implications: The current results indicate that students from different cultural contexts perceive online collaborative learning environments differently. Specific cultural adaptations in e-learning design could be considered when an ELE is to be implemented cross-culturally. Originality/value: This study can help both Chinese and Western instructors to become aware of different perceptions of online collaborative learning and to be more supportive to the students. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10