The virtual classroom: learning without limits via computer networks
The virtual classroom: learning without limits via computer networks
The media equation: how people treat computers, television, and new media like real people and places
Collaborative Representations: Supporting Face-to-Face and Online Knowledge-Building Discourse
HICSS '01 Proceedings of the 34th Annual Hawaii International Conference on System Sciences ( HICSS-34)-Volume 4 - Volume 4
Computers & Education - Documenting collaborative interactions: Issues and approaches
Globalized E-Learning Cultural Challenges
Globalized E-Learning Cultural Challenges
HICSS '07 Proceedings of the 40th Annual Hawaii International Conference on System Sciences
Technological intersubjectivity and appropriation of affordances in computer supported collaboration
Technological intersubjectivity and appropriation of affordances in computer supported collaboration
Technological intersubjectivity in computer supported intercultural collaboration
Proceedings of the 2009 international workshop on Intercultural collaboration
Information sharing is incongruous with collaborative convergence: the case for interaction
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
IWIC'07 Proceedings of the 1st international conference on Intercultural collaboration
Explaining culture: an outline of a theory of socio-technical interactions
Proceedings of the 3rd international conference on Intercultural collaboration
Cultural influences in collaborative information sharing and organization
Proceedings of the 3rd international conference on Intercultural collaboration
Intra- and Inter-Cultural Usability in Computer-Supported Collaboration
Journal of Usability Studies
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The basic hypothesis of this research project is that since the perception and appropriation of affordances vary across cultural dimensions, representational guidance may be culturally relative. An experimental study was conducted to evaluate this hypothesis. The study design consisted of three independent groups of dyads from similar or different cultures (American-American, American-Chinese, and Chinese-Chinese) doing collaborative problem-solving in a knowledge-mapping learning environment. Participants interacted through an asynchronous computer interface providing multiple tools for interaction (diagrammatic workspace, embedded notes, threaded discussion). Based on empirical findings documenting cross-cultural variations in communication and cognition, several research hypotheses were advanced. Statistical results show that members of different cultures appropriated the resources of the interface differently in their interaction, and formed differential relations with and impressions of each other. However, analyses of the individually written essays show no statistically significant differences in learning outcomes. Implications for CSCL are discussed.