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

Educational Technology ＆ Society, 2017-01, Vol.20 (1), p.13-24 [Peer Reviewed Journal]

COPYRIGHT 2017 International Forum of Educational Technology & Society ;COPYRIGHT 2017 International Forum of Educational Technology & Society ;2017. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522

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Title:
Are They Thinking Differently: A Cross-Cultural Study on the Relationship of Thinking Styles and Emerging Roles in Computer-Supported Collaborative Learning
Author: Gu, Xiaoqing ; Wang, Huawen ; Mason, Jon
Subjects: Asians ; CAI ; Chinese culture ; Coding ; Cognitive Style ; Cognitive styles ; Collaborative learning ; Colleges & universities ; Comparative analysis ; Computer assisted instruction ; Computer assisted teaching ; Computer Mediated Communication ; Computer supported collaborative learning ; Computer Supported Collaborative Learning (CSCL) ; Cooperation ; Cooperative Learning ; Correlation ; Correlation analysis ; Cross cultural differences ; Cross cultural relations ; Cross Cultural Studies ; Cultural Differences ; Cultural Influences ; Educational Technology ; Efficiency ; Foreign Countries ; Full Length Articles ; Graduate Students ; Higher education ; Interrater Reliability ; Learning ; Liberalism ; Majors (Students) ; Measures (Individuals) ; North Americans ; Preferences ; Role Playing ; Statistical Analysis ; Student Attitudes ; Student Role ; Students ; Teachers ; Timing devices ; University students
Is Part Of: Educational Technology ＆ Society, 2017-01, Vol.20 (1), p.13-24
Description: 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.
Publisher: Palmerston North: International Forum of Educational Technology ＆ Society
Language: English
Identifier: ISSN: 1176-3647
ISSN: 1436-4522
EISSN: 1436-4522
Source: Open Access: DOAJ Directory of Open Access Journals
Education Resources Information Center (ERIC)
AUTh Library subscriptions: ProQuest Central
Freely Accessible Arts & Humanities Journals
ROAD: Directory of Open Access Scholarly Resources

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

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